(navigation image)
Home American Libraries | Canadian Libraries | Universal Library | Community Texts | Project Gutenberg | Children's Library | Biodiversity Heritage Library | Additional Collections
Search: Advanced Search
Anonymous User (login or join us)
Upload
See other formats

Full text of "The Procopian (The Eagle)"

'378 
.77 
JSI4 
197 
0.2 



9VI 




Digitized by the Internet Archive j 

in 2011 with funding from | 

CARLI: Consortium of Academic and Research Libraries in Illinois 



http://www.archive.org/details/procopian27illi 



EAGLE 1973 





The structure of an institution (as 
with an ideal) is built with more than 
just its material parts, and we are no 
exception. Bricks dont lay themselves, 
buildings aren't filled with mere 
empty space, and bells don't always 
ring because of some mechanical 
device. If only we could see human in- 
teiition, if only we could touch emo- 
tions, maybe then there would be an 
end to misunderstanding and near- 
sightness. Ah yes, an institution. Its 
buildings may be made of bricks, but 
its purpose is made of another materi- 
al entirely. The scientists call it neural 
impulse, to the psychologists it's the 
higher cognitive processes, and the 
philosopher sometijnes refers to it as 
the .soul. Perhaps some of us have for- 
gotten. 




What shall we do with all the people? What shall we give 
them? What do they want? Is it merely the degree? Shall 
we be a school of survival techniques? Is that what the 
common man wants? Perhaps the best thing is not giving 
the man what he says he wants, but helping him doubt 
his wants and start from the beginning again. Sure, throw 
in the diploma . . . but don't let anyone take it too 
seriously. 





And, as if the students didn't have enough problems, 
there was politics to mess around with. 

























* ■-.. ^. 

•i 






■<•';' 


°^'\_- •' ^ , , ■ 


A 


#- 

-x^* 






^ 


.'O 









Once you're spewed out the 
great tube, will you settle to 
earth someplace nice and comfy 
with an armchair and a color 
TV? 

Standing:, here now, lookin^i 
out, can you see anyone looking 
back? 

Only the pi<ieons. They've <got 
nothing better to look at. They 
can't ajford color TVs. 



lyi 






h 

1 ^. J 




S^js 


+-■ 




''fl||NB^v 



Come to college, store of knowledge, a department store. 
Its employees will gladly assist you in finding the proper 
department. Select the items you wish to purchase and 
bring them up to the old cash register. Ring-ching! 
"Here's your change, sir." Academic change is the 
common cents of knowledge. 



"A hell said <i,(). 
And we went, from Greek to chlorophyll. 
To coffee at ten in the morning, hack to the Bihle, 
And met the girls we were in love with, after class. 



"We shall never know so much as long as we live 
About God or verbs a<'ain, or be so in love." 



Knowledge is power. Buying power. 



Come to the market place. Witness the free commerce of 
ideas. Fair trade . . . with counterfeit currency. 



"We made notes, we were very good at making notes 
On what the professor thought we thought he said. 
And gazing at him and thinking of .something else. 
Poems, maybe or maybela-it night or 



something. 



Or if you wish, play the stock market. Feel the surge and 
swell of the current of thought around you. Gamble with 
your ideas. Boost your price average higher and higher, 
by any and all means. Buy on credit. 



"Everyone reading we thought. The books! The books! 
Not drudgery, but all blown in a new exciting light. 
Fiercely, and not indoors but everywhere. 
Walking, working, talking everywhere about neic ideas. 

But the .secret of civilization was ours to ask for; 
A magic: kneel in the classroom, rise and know all." 



But what if credit runs out? Without reserves of golden 
wisdom and silver incjuisitiveness, the currency of ideas is 
just so much paper money, not worth a cent — or a sen- 
timent. 



"Maybe the secret of civilization was this, off-campus. 

Proving that Dante is best if read in Italian. 

And somebody's new album ofBrahm's First Symphony: 



Fair trade means bargaining; to bargain is to cliallenge. 
Students should rc(juire of their teachers all their wisdom 
and experience. Teachers should require of their students 
all their insight and incjuisitiveness. This is what the eco- 
nomics of learning is all about. 



"For the people. For the profes.sor of chemistry I hated. 
Who knew it, and showed me his dearest research, as if 
Two artists consulted, so shouldering me toward my art: 
For the profes.sor ivhose B ivas precious 

as some As were not."° 



'from "The Bells Rang Every Hour," 
by John Holmes 



17 




ADMINISTRATION 





Mr. Thomas Dyba, Dean of Admissions 



Mr. Stanley Banaszak, Registrar 



18 




Rev. Daniel Kucera, OSB, President 





Dr. Richard Leeman, Dean of Academic Affairs 



Mr. James Weinlader, Dean of Student Affairs 



19 




Rev. Joseph Chang, OSB, Treasurer 





Mr. Fred Hodoval, Director of Development 



20 



BFWW 




Mr. Gerald Czerak, Director of 
Publications and Public Information 





Mr. Thomas Rich, Director of Admissions 



Mr. Gay Miyakawa, Associate Director of Development 



21 




Dr. Bernard Toussaint 






m 



Rev. Virgil Trelo, OSB, Ph.D. 




22 



Dr. Patricia Fauser 



Hg^BUBHia 




Philosophy 



Procopius: Socrates, wake up! Forget about our clia- 



Socrates ; 
Procopius: 



Socrates; 

Procopius; 
Socrates; 



logue today. Instead, we must travel to Lisle 
and listen to the three wise philosophers 
from IBC. 

Who are these wise ones, that your ears itch 
to hear their doctrines? 

First of all, there is Patricia of Fauser, teach- 
er of Ethics. She speaks of the Good, the Bad, 
and sometimes the Ugly. Next, there is Ber- 
nard of Toussaint, who searches the campus 
in vain for a meta-ph\sician. He brings great 
tidings about Being and Time. Finally, there 
is their master, Virgil of Trelo. He converses 
with the gods and speaks softly to his dis- 
ciples about Man and Religion. At exam 
time, his students sweat more than Hercules 
did at the Olympics. 

Why do you wish to join their company and 
what do you propose to learn? 
I want to be a Philo.sophv major. 
Ah, there is a rare group for you . . . rarer 
than the number of Democrats in DuPage 
county. 



Procopius; Quite true. The)' are but a handful of youths 
and maidens. But they meet e\ery fortnight 
for lunch and exchange thoughts on matters 
important for the soul. 

Socrates; Such as? 

Procopius; Halloween parties . . . Trips to the art muse- 
um . . . Lectures at the great academies . . . 
and dinner parties at Diana's Grocery Store. 

Socrates; Tell me, what does the future hold for this 
noble group? 

Procopius: It is rumored that the leaders of the Republic 
wish to give a sum of gold to the philoso- 
phers so that new methods of teaching their 
doctrines ma\' be discovered. 

Socrates: You have answered well, Procopius. I have 
but one more question, a question that 
grasped Thales as he fell into the well. It 
grasps me as I sit in the bathtub and read the 
"Flux." 

Procopius; Speak. 

Socrates; What can you do with a Philosophy major? 



23 



Fine Arts 



The Fine Arts Department, while not a major, attempts 
to provide the student with — gasp! — culture. The aim of 
it is not to have students memorizing painters or tons of 
music, but rather to round out a student's education. It at- 
tempts to e.xpose the student to the more humane efforts 
of man, for IBC could not truly call itself a liberal arts 
and science college if it did not provide this education in 
a field that is too often ignored. 

The department is run under Father Leo Vandura, 
O.S.B., who not onlv teaches art, but also is responsible 
for the prints lining the walls of the Administration Build- 
ing. These prints were part of his unceasing effort to per- 
suade people that art is an integral part of everyone's life. 
Mr. J.C. Barnhart, who is perhaps more well known for 
his direction of pla\s at Sacred Heart Academy, formerly 
instructed all of the theater courses; but the addition of 
another instructor in this area, Mr. Menno Kraai, relieved 
him of some of this burden. Finally, Mrs. Rosalie Loeding 
of the Music department instructs the classes in Music 
Appreciation. 

Between these four instructors, the major areas of ar- 
tistic endeavor are covered. The courses rarely go bevond 
the introductory level because of the lack of student in- 
terest. But since Fine Arts is not a major and it does not 
attempt to go into any great depth on its topic; it 
provides, rather, a broad overview for the student and is 
able to accomplish its basic purpose very adequately. 




Rev. Leo Vancura, OSB 



Mr. J.C. Barnhart 




Mr. Menno Kraai 




24 




Theology 




Theology, both because of its subject matter and the 
fact that it is required for graduation, has long been the 
subject of unfavorable comment. Therefore, not only do 
its teachers feel that they must get the subject matter 
across but also that they must work twice as hard to mo- 
tivate the student. 

This task is not difficult in a course such as Mr. Jon 
Nilson's one on Marriage which naturally has an appeal 
to a wide variety of students. It evidences itself more in 
courses like The Old Testament. At an age when people 
are seriously questioning their theological beliefs, it is 
difficiJt to relate the subject matter to the life of the 
student, especially when the student may not believe in 
the subject. 

Theology does not attempt to preach to the student but 
rather to start him thinking. "I can think of no worse situ- 
ation than being in front of a theology class and ha\ing 
everything you say taken as the absolute truth," stated 
department chairman, Fr. Philip Timko, O.S.B. Fr. Ar- 
nold Tkacik, the third instructor in the department, 
agrees: "I try to promote discussion in my classes and 
onlv spend the minimum amount of time lecturing. The 
students can only learn so much from me — most of it 
they have to do on their own." 

But the faculty members have kept the faith and are 
tr\ing to overcome the obstacles. Theology at IBC, as 
they will take pains to point out, is not the same as 
religion, and the attempts to create a thinking student 
will never cease. 




Rev. Philip Timko, OSB 



Mr. Jon Nilson and Rev. Arnold Tkacik, OSB 



25 



History 




Rev. Christian Ceplecha, OSB, Ph.D. 




The most formidable problem in attempting to teach 
history is the usual complaint of the lack of relevance of 
the subject. In its courses of instruction the IBC History 
department is attempting to overcome this problem. 

In order to do this, however, two fundamental changes 
in the philosophy of the department were necessary. The 
first was that the method of instruction was altered. The 
step was made towards more discussion about contem- 
porary issues with references to their historical 
background instead of merely discussing (or lecturing on) 
the actual historical event. The second change comple- 
mented the first. Courses are now offered which are rele- 
vant to modern historical and political situations. Ex- 
amples of this would be the new addition of Chinese his- 
tory as well as the continuation of the course in Russian 
history and topics in modern European history. 

The varying fields of expertise among the faculty of the 
department facilitate this appraoch to learning. Rev. 
Christian Ceplecha, O.S.B., chairman of the department, 
instructs in the field of English historv and also in the 
professional courses in the department, such as his- 
toriography. Gloria Tysl is the chief instructor in the area 
of mediev;il history, Philip Bean in American History, 
and the newest member of the department (added this 
past year), Joel Setzen, in European and Asian History. 

The aim of the department does not stop at teaching its 
majors history — memorizing dates and events. Even 
higher than this on their list of priorities comes the re- 
sponsibility of instilling what Mr. Bean refers to as the 
"historical attitude" in not only their majors but also in 
the people fi-om other departments who must take history 
courses. This attitude is best defined as an objectivity 
when reading and analyzing historical data. "Without it, 
a student can memorize every history book that has been 
written and still not come out with a comprehension of 
the subject. Any book which he reads will be slanted 
towards that particular author's point of view, and the 
student must develop the ability to judge the degree of 
objectivity and validity in any given piece of work," com- 
mented Miss Tysl. 

The combination of newer ideas when it comes to 
teaching methods and a wider variety of subjects has con- 
tributed to the esteem in which the history majors hold 
their department. At IBC it is difficult to find any major 
who will criticize his or her department, but as a senior 
history major said, "It is difficult to criticize the depart- 
ment because it is in the process of change. We can't real- 
ly judge it until it's stopped changing, and I hope that 
time will never come. Like every department, it has its 
good and bad points, but at least it's trying to change the 
bad." 



Mr. Phihp Bean 



26 




J* If 



'^ /'■< 



'& 



/"-- 






)r. Joel Setzen 















■*^ ' 








{ 












^. V 


t 




iii 




\ 




Ai 


^ 


kS^ 






Miss Gloria Tysl 



■ 
• 













27 





Rev. Michael Koniechak, OSB 



Dr. John Byrne 





Mr. James Clark 



Dr. John Cohen 




28 



English 



English has been traditionally regarded as the "cop- 
ut" major — if you flunked out of science, you changed 
our major to English. This is unfortunate because, in 
pite of the fact that IBC is traditionally a science- 
riented institution, the English department has had 
mazing success in revamping its curriculum without 
acrificing the quality of its education. 

This has been done mostly through the process of in- 
reasing the number of courses available. Also, the En- 
lish major feels less confined in the choice of subjects 
/hich must be taken. Majors are no longer restricted to 
iterarv courses. The department has expanded its core of 
technique" subjects to include seminars on writing tech- 
ique, journalistic and creative writing, and a senior sem- 
nar to coalesce the literature courses with these more 
iracticallv oriented courses. 

Several changes in personnel were also made during 



the year as part of a rebuilding effort. The department 
acquired a new chairman. Dr. Cohen, as a replacement 
for Dr. John Byrne who retained his professorial standing 
but .stepped down from the chairmanship. 

The greater number of course offerings has also made 
way for a new approach to teaching methods. Teachers 
who once adhered stringently to certain methods of 
teaching have now incorporated more discussion into 
their classroom methods. Still they are limited by the sub- 
ject matter. Emphasis is now placed more on methods of 
interpreting literature, and this means that the English 
student must devote a great deal of his or her time to 
reading both the literature and its critiques. There is onl\- 
so much which can be done to modernize the subject. 

A great deal depends on the individual instructor's 
approach to teaching. Rosemary Coleman, one of the 
teachers in the department, is quick to point out that "the 
department is made strong by the fact that each of its 
professors has different views on what approach should 
be taken to the study of literature." 






^ 


1 



Mrs. Jean Smith 



Miss Rosemary Coleman 



29 



Music Education 





The most misunderstood people on campus are those 
residents of the fourth floor. Administration building. 
And "residents" is to be taken literally. For the fourth 
floor houses the Music department. 

Students in the department do much more than make 
noise. It's true that eerie sounds can be heard emanating 
from the place at any hour of the day or night; but these 
eerie sounds eventually team up with other eerie sounds 
and the end result is, more often than not, beautiful. 

Irate students in the department have for ages tried to 
explain to unsympathetic ears that their major is not what 
is known as a "fish" major. Music students spend at least 
as much time on their majors as would a chemistry 
student — not with labs, but with practices, chorus, 
orchestra, and various lessons which are required of 
them. They must have a reasonable amount of expertise 
in several instriuiients before they leave with their 
degrees. To gain this expertise involves much sacrifice in 
both free time and activities. Yet they always seem most 
enthusiastic about these sacrifices. What could possibly 
motivate people to spend this much time on their studies? 

The answer lies in a medium-height, graying, energetic 
priest known to the college commimity as Father AIIkih. 
Tlie Rev. Alban Urcliic, O.S.B., is responsible not only for 
a large amount of motivation on the part of his students 
but also for the creation of a number of brilliant pieces of 
music. Last year it was the presentation of an original 
work known as The Paschal Symphony, executed by the 
IBC orchestra around Easti'r time, Tliis vear it was the 
benefit performance of his original balletorio, A Li^ht 
For The Darkness, a brilliantly inspiring work of art 
which was presented at the Auditorium Theater in 
Chicago on April 7th. Fatlu'r Alban possesses a con- 
tagious enthusiasm for music and its performance which 
extends itself to the majors in the departnii'ut. 

Music at IBC is not taught purely as music; it is com- 
bined with the study of education. This does not detract 
from the fact that the student must still be proficient in 
his studies of music. It requires a great deal of self-dis- 
cipline to stay in the department. There is no way to go to 
your courses and forget about them the minute final 
exams are over. Its not possible to bull your way through 
college in this major; and music is probably one of the 
few majors of which this can truly be said. By making 
music not merely their major but also their life, students 
in the department have maintained a pride and a spirit 
which is seldom seen anywhere else on campus. 



Rev. John Palmer 



30 







■ 




;,',\>.,>:' ■ 


1 


^^^^^^^^^^^^^^^^^^^^^Hvjty; 




fl 




-— _^. 


H 


Hi" f 


e5^ 


fl 


^^ij 


HB 


■ 




l| 


1 


^^^^^^^^E^ 


_iWIV'/Aii?I''!j''i 


fl 


^^^^^^^^^^^^^^^^^^^^^K '' 




'^^^^m 






1 




^ev. Alban Hrebic, OSB 



31 



Languages 



One of the most neglected departments on campus is at 
the same time one of the most useful departments here. 
"Which one?" you ask. And to this will I reply, "Lan- 
guages." 

"Useless," some people may scoff. Ask any science 
major who will know that some of the greatest scientific 
minds came from other countries where English was not 
spoken. Ask a humanities major. It is not humanly pos- 
sible to decipher an ancient Latin scroll without knowing 
the language. Ask a social science major how it is possible 
to read about political ideas of France or An Anthology 
of German Sociological Thought without knowing the 
language; and being the supremely logical people that 
they are, they will tell you that it is not. 

The Language Department attempts to provide a right 
arm to many of the other fields at IBC David Champlin, 
French instructor and department head, commented, 
"Many times in research or in required readings, students 
may come across valuable material from other countries 
which has not been translated. We attempt to provide the 
student with the knowledge of languages so that the door 
to real learning will not be closed to them because of a 



lack of knowledge of a foreign language." 

The department does not restrict its teaching to the ac- 
tual language either. In upper division courses many 
times the student will be presented with a view of the 
culture lying behind the language. Many subjects may be 
brought in during these courses, such as the history or 
politics of a certain country. Thus the student gains a 
total view of the country rather than just the method of 
communication in it. 

One of the main complaints of students in regards to 
the language department is that too much time is spent 
studying grammar. "It would be much better if they were 
taught in a conversational fashion," said one student. The 
reason they are taught the way they are is to present the 
student with the ability to read the language more in- 
stead of merely speaking it. Because the department func- 
tions to give students the ability to consult foreign 
sources in their major, a conversational course is not 
enough. It would not give the student the type of reading 
ability which the department attempts to instill. 

Experiments were made during the summer and in the 
Educational Opportunity Period to offer courses in con- 
versational German. But Mr. Champlin thinks that if 
these are to be offered on a regular basis, they should be 
kept separate from the other courses which stress 
grammar. 





Dr. Luz Maria Alvarez 



32 




tev. Basil Kolar, OSB 





It. George Koehler 



Mr. David Champlin 



33 



Sociology 



Mr. James Jana 




Mr. Michael McCloskey 




34 



Over recent years the Sociology department has al- 
tered its orientation from the theoretical, textbook study 
of the subject to a more clinical and problematically- 
oriented study of the material. 

For the past few years involvement has been the key 
work in the department. The lower-division courses 
provide the theoretical background for much of the work 
which is found in the 300-level courses. There still is a se- 
nior seminar to tie together what has been learned before 
in the department. But the discussions which are 
presented in the seminar also have their basis in some of 
the practical work which has been done by the students 
both on their own and within the context of courses. 

At IBC today many of the departments now have 
training or internship programs which are used to give 
the student an idea of the problems which he or she will 
face upon graduation. The Sociology department is no ex- 
ception to this. The work is not done in the form of a 
semester of internship, as in other majors, but rather in a 
diverse number of fields. The sociology major can expect 
to be exposed to prisons, old age homes, inner-city work, 
and various numbers of other fields. Because IBC does 
not have a major in social work, it tries to compensate for 
this by providing a solid theoretical and practical 
background which can be utilized bv the student who 
wishes to go into social work. This background can also 
be handily applied to entering fields such as police work. 

Fr. Robert Rogalski, chairman of the department, is 
very enthusiastic about his department and its students. 
'To be a successful sociology major or at least to make 
any practical application of the work, a sociology student 
must like people and must be willing to give a part of 
himself to the work. I don't think that any of our students 
are not that type. I feel that we are preparing them well 
for any use of the work to which they would like to apply 
it. I've said it before, but it's worth repeating — not every- 
one can be a successful sociology student." 

Still, there is some pressure to put in a "professional 
semester" which would be entirely devoted to this out- 
side work. It's very difficult, both in terms of time and in 
terms of course load, to do as much outside work as the 
sociology student must do and still keep up in other sub- 
jects. 

But this is still in the talk stages. In the meantime, 
majors must put up with the situation. Most of them, 
however, don't consider it too much of a burden and as a 
result are pleased with the unique type of training which 
their major provides. 





Rev. Robert Rogalski, C.P. 



35 





Mr. J. Ostrowski 



Mr. Gene Cavich 



Physical 
Education 



The addition of physical t'ducation as a major field of 
stud\ has impro\ed the department immensely. And in 
that sentence is summed up the sentiments of many of the 
people who switched their majors to P.E. this past year — 
people who had pre\iouslv only been able to show their 
enthusiasm for the department by svyeating out (literally) 
a large number of P.E. courses. 

The fact that P.E. has now become a major has shifted 
the emphasis from the physical, bod) -training side of P.E. 
to the theoretical aspects of it. P.E. majors mu.st now 
complete a large number of hours in courses such as 
kinesiology (muscles) and care of injuries — courses 
which force them more into the biological world than 
perhaps any of them had intended. 

"But after all, physical education is exactly what the 
name implies — the training of the body," commented 
department head Anthony LaScala. "And in order to 
train the body, its workings must first be completely un- 
derstood. I am convinced that with the P.E. major as we 
have it now, our .students can go into any number of 
widely diverse fields from coaching to teaching to even 
physical therapy. I'm very pleased with the way the 
department is going — the direction which it has taken 



since P.E. was made a major." "We've added on teachers 
and this in turn permitted us to add on courses, and the 
addition of these courses has only served to improve the 
department more." stated Mary Sarubbi, women's P.E. in- 
structor. 

P.E., by the very nature of its subject matter, has never 
had a diffieult time in recruiting people for its classes. 
This is not entirely due to the fact that P.E. is a required 
course in many majors. The department in recent years 
has added such courses as skiing and horsemanship 
because the .student demand was so high. Even though 
these courses are taught ofi'-campus because of the lack of 
facilities and despite the fact that a fee niu.st be charged 
for rental of materials, interest in courses such as these 
has continued to run high. Mr. LaScala hopes that the 
new P.E. complex, which is planned for the future but is 
still in the fund-raising stage, will serve to generate even 
more interest in the department offerings. "Many 
students take P.E. courses because of the recreation value 
rather than the grade. I have confidence that the money 
put into the P.E. complex will not go to waste. ' 



36 





Mr. Thomas Beck 




y 





Mr. Anthony LaScala 



Mrs. Mary Sarubbi 



37 



Political Science 




Dr. Christopher Kornaros 



Political science is inherently a broad subject. It covers 
many aspects on three levels of politics; international, na- 
tional and local. In obtaining faculty members for the 
department it has succeeded in balancing out these three 
aspects. Mr. Charles Butler, department chairman, 
teaches national government. Mr. Robert Rybica in- 
structs local government. And the newest faculty 
member. Dr. Christopher Kornaros, is the expert in inter- 
national relations. So the political science department 
should be ideal, right? 

This has been said many times before and, unfortu- 
nately, it still holds true: IBC is a natural-science- 
oriented institution. As a result, many of the social 
sciences have had an acute case of stunted growth. Politi- 
cal science is only one of them. 

One thing which has been neglected in the department 
is the fact that there is more than one way of conducting 
political research. The department has been traditionally 
theory -oriented. Majors who had hoped for a change in 
this were once again this year sadly disappointed. 
Because of the lack of money available, a teacher who 
had specialized in the empirical methods of gathering po- 
litical data could not be hired. In addition, not only polit- 
ical science but the other social sciences as well could use 
a computer. Cost has obviously made that out of the ques- 
tion. 

So, while it is able to give its students a good 
background in theoretical politics, the department has 
failed to adequately prepare its majors in certain other 
areas. An attempt is made to present these methods in the 
Senior Seminar but it can't really be done without ex- 
posing the student to some sort of practical utilization of 
these methods. 

But the department is finally beginning to realize this. 
Still in the planning stages are the internships to various 
village governments where students can learn the prac- 
tical methods of government. The shift is to a more em- 
pirical approach to political research and classes, except 
in those theory courses in which it is obviously impossible 
to use these methods. 

These improvements are geared towards preparing the 
student for a more subject -oriented career than selling in- 
surance or for helping out those students who want to 
enter practical politics rather than teaching the subject. 
With the change to more progressive thinking and the 
break away from the more traditional teaching methods, 
the political science major can perhaps become more of a 
challenge than it has been in recent years. 



38 




Mr. Charles Butler 





Mr. Robert Rybica 



39 




\ 



Li 


4 

4 


> 






^rfV^lA 


r - 


— 




m-- 


f 




H 


■■fc — 






•^*tSwA- 




,r3 


^^B" .---v 



Mr. William Stein 



Rev. Dismas Kaleic, OSB 




40 




Mr. Jeffrey Madura 



Dr. Margarete Roth 




Economics 



And here sits the Economics department, over- 
populated and understaffed. 

The addition of the Business Economics major and the 
increased number of courses offered at night by the Econ 
department provided the impetus for a surge of people 
from the nearby communities to enroll in the degree- 
completion program. This condition has existed for ap- 
proximately the past two years. Yet not only has the 
department not been able to obtain its sorely needed ad- 
ditional teacher but it also lost one. 

With the department chairman. Rev. Dismas Kalcic, 
O.S.B., on leave of absence to complete his doctoral dis- 
sertation. Dr. Marguerite Roth (the former Dr. Paulus) 
has been left in control. Dr. Roth is pleased with the 
department and its majors but feels that the staffmg 
problem precludes any real improvements or fun- 
damental changes within it. "We could offer an addi- 
tional number of night courses for those students who 
only attend at night if we had another faculty member. 
But I am very satisfied with the courses which we are 
presently able to give." she stated. 

Mr. Jeffrey Madura, instructor in the business econom- 
ics section, also feels that the number of courses is good 
but that it must be expanded. 'The addition of at least 
one more instructor would give us the opportunity to 
present a wider range of subject matter to the student. 
The curriculum at night is very good. We now have 
courses which cover any conceivable time slot at night; 
but we must also think of the full-time day student who 



does not wish to spend all of his nights in a classroom. 
But at the moment, the only time we can offer the classes 
is at night where they will do the most good bv reaching 
a larger number of students." 

The department is in somewhat better shape in this 
respect than it was last year with the addition of a part- 
time teacher, Mr. Stein. He was hired not to teach any 
new courses but rather to take the load off of Dr. Roth 
and Mr. Madura. 

Despite all of this, the majors in the department feel 
that they are receiving an excellent education. "The busi- 
ness curriculum is excellent and prepares vou for doing 
almost anything in the business world, from accounting 
to management," commented one senior. If all goes as 
planned, it will train them even more adequately as Dr. 
Roth is still in the stages of planning a one-semester in- 
ternship program which would allow the student some 
practical training in a job before graduating. 



41 



Education 





Dr. Edward lanni 




Mrs. Sydell Weiss 



42 



On any given morning at approximately 7:30 or 8 a.m., 
)ne can see a sleepy-looldng group of very strangely 
iressed people making their way towards the various 
jarking lots on campus. "Who are these people?" you 
nay ask yourself. 

'These people" are involved in the process of practical 
?ducation. They are the student teachers of IBC, travel- 
ng hither and yon to impart the pearls of wisdom learned 
lere to the youth of America. But fear not, for this process 
s not one sided. The youth of America are also transmit- 
ing their own type of knowledge to the student teachers 
-the type of knowledge that can never come from a text- 
look but only through living, working, and concentrating 
)n their chosen profession. 

Student teaching, which has gradually evolved into 
.vhat it now known as the "professional semester," is the 
;ulmination of an education major's college career. In 
>rder to participate in this learning experience, the edu- 
cation major must first complete the education sequence 
md a specified number of hours in a major field of study, 
-"reviously, it was difficult for someone who was con- 
emplating a career in secondary education to carry 
hrough this desire because the large number of educa- 
ion courses required in a major field of study would have 
ilmost certainly pointed to a fifth vear of college. But the 
lewly instituted secondary education major made this 
kvorrv unnecessary. It lessened the number of hours 
'equired in a field of concentration. "It wa.sn't practical," 
itated Dr. Edward lanni, department chairman. 
'Students would be taking courses in their major fields 
:hat they really didn't need for teaching in a secondary 
ichool. By cutting down on the number of hours, we have 
made it possible to obtain a more well-rounded educa- 
:ion, which makes a far better teacher." 

Dr. lanni and his fellow education professors, Fr. 
David Turner, O.S.B., Mr. Chester Kagel, and new addi- 
:ion, Mrs. Sydell Weiss" are reformulating the aims of the 
education department. Formerly, it was important to turn 
3ut teachers who were well -acquainted with their materi- 
al. The emphasis on this aspect has not been lessened; 
rather, it has been added to. With the advent of new 
teaching methods and progressive education, the empha- 
sis is now also placed on turning out teachers who will be 
open thinkers, who will accept new ideas in education. 
An analytical mind is important — the teacher must be 
able to evalutate new ideas in education and decide on 
the wisdom of complementing them in class. Dr. lanni 
perhaps summed up the entire trend by stating: 'The 
minds and the future of the country are in the hands of 
teachers. We need people who will respect that fact, who 
will always accept their job with a bit of awe at the re- 
sponsibility which they have." And maybe our student 
teachers, returning exhausted from their daily trials, can 
best appreciate that statement. 




Mr. Chester Kagel 




Rev. David Turner, OSB, Ph.D. 



43 





Bro. Bernard Glos, OSB 




Dr. James Choca 



44 



Psychology 




)r. Philip Green 




As do most other departments on campus, the Psychol- 
ogy department has its difficulties. Part of these dif- 
ficulties came from the condition of the rooms which 
house the psych department. The heating was unpredic- 
table, and one instance of its failure was the cause of the 
death of several lab animals. The old science building has 
been the home of the department since its formation sev- 
eral years ago; but there are plans to find a new location 
since the school has agreed to turn the old science build- 
ing into a Student Activities Building. 

In spite of these problems the psych department has 
done very well this year. The new curriculum, which was 
worked out by the majors of last year, went into effect 
smoothly and eliminated much of the confusion and 
overloading in certain courses. Several of the rooms were 
redone and the new lab finished. The two new facultv 
members, Drs. Choca and Green, have discovered that 
they work well together, and their presence has taken 
some of the work load off Brother Bernard Glos. Brother 
Bernie was the only faculty member remaining from last 
year's department, and upon him fell the task of reor- 
ganization. The healthy enrollment in this year's courses 
was testimony to Brother Bernie's success. 

Two of the most popular upper-level courses this year 
were the Colloquim and the Seminar. Students taking Dr. 
Green's Colloquim on drugs were exposed to detailed 
studies of a number of mind-altering drugs as presented 
by individual class members. Dr. Choca's Colloquim on 
Sex presented such topics as Sex in Society and Sexual 
Psychopathology to the class members, each one 
presenting a topic. The Seminar was originally di\'ided 
into Clinical Practicum and Experimental Prac-ticum with 
Dr. Choca handling the former and Dr. Green the latter. 
However, the student response was overwhelminglv in 
favor of the clinical section, so the other was dropped. 
Students in Clinical Practicum traveled to various mental 
hospitals and wards in the Chicago area and brought 
back reports on the manner in which such places operate. 

In general. Dr. Choca taught the courses which dealt 
with clinical and abnormal psychology and Dr. Green, 
the department chairman, handled all ex'perimental ac- 
tivities. Brother Bernie taught the general and theoretical 
courses — the ones by which most people judge the psvch 
department in their freshman and sophomore years. 

In the general view, the psych department experienced 
a reawakening this year; so the prospects at the moment 
are much more hopeful than they were last year at this 
time. 



45 




Dr. Larry Kamin 





Biology 



Rev. Theodore Suchy, OSB 



Out of necessity, the Biology department must remain 
fairly static. Due to the nature of its subject matter and 
the fact that it's hard to find any discussion or argument 
about it, change in the biology department hasn't really 
come about. But many people within the department 
agree that change is not really needed. 

Biology takes an indiyidualistic approach to its majors. 
Tiie people in the department are headed for man\ dif- 
ferent occupations. Within it one can find pre-medicine, 
pre-yeterinary, pre-dental, and just plain biology 
students. The interests of the people yary accordingly. 
The emphasis in the courses has, until very recently, 
remained with himian biology. This is one of the aspects 
which has been changed by pressure on the part of the 
students and some faculty. For example, due to the recent 
surge in enyironmental studies, more courses in animal 
and plant studies have been added. The problem with 
these, however, is that the courses or at least the majority 



46 





Dr. Aleska Bogdanov 



Dr. Richard Grossberg 



of them are only offered on sufficient demand. And even 
in a department as large as biology, it is often difficult to 
get a sufficient number of students to sign up for such an 
esoteric course as Biology of the Birds. 

The emphasis in learning is shifting away from the 
traditional memorization of terms to a more conceptual 
approach. This change can never be complete because 
the subject matter in biology requires a ma.stery of the 
terms used; and becuase it is a science department, there 
can be very little discussion on the material. Rather, in- 
sofar as the student is concerned, the department wants 
to turn out people who are highly motivated toward their 
subject. This, to the teachers, is more important than in- 
telligence. Educational maturity is the key phrase. Not 
everyone can be a biology major for not everyone has the 
self-discipline necessary to complete many of the courses. 
Stated one senior, "It's very easy to get discouraged the 
first two years. Sometimes it seems as if all you're doing is 
memorizing. But the independent study courses are real- 
ly great. They call for a utilization of all of the things that 
you did learn during the previous years and it makes 
much of the busy work seem worth it." 



Despite the diversification of interests present in the 
department, majors are pleased with it. The Biology 
Department has tried to serve the interests of all of its 
students. And while it hasn't always succeeded at this, 
the future changes contemplated (more teachers and 
course offerings) seem very promising. 



47 



Mathematics 





The Mathematics department, because of its large 
number of instructors, is able to operate on a much more 
individualized basis than manv others. 

Dr. Rose Carney is the head of the department. Besides 
her responsibilities as department head, she also teaches 
Calculus and applied math. She provides personalized at- 
tention to her students in the form of tutorial help as well 
as counseling for the upperclassmen in the department. 
She is held in great regard by the many students who 
have had her as a teacher. 

Fr. Paul Tsi arouses much polarization among his 
students. Some students feel that he is a good teacher and 
explains the material well. Opposition was summed up in 
the comment of one senior: "Bonus points and memoriza- 
tion of problems for tests is high school stuff." However, 
underclassmen like this method because it gives them a 
chance if they are non-math majors taking math courses. 

Mr. James Meehan is one of the newer members of the 
department. Of all of the relatively new teachers in the 
department, he has been accepted most quickly. 

Father Richard Shonka is the pioneer of computer 
sciences at IBC. He is accepted by all and it is obvious 
that the semester would not be complete without "cookie 
week." 

The other two members of the department are Phyllis 
Kittel and Eileen Clark. Miss Clark's major field of study 
is in computer sciences while Miss Kittel instructs, among 
other things, an upper-level course in Intermediate Anal- 
ysis. 

With the well-rounded curriculum available and the 
competent teachers, IBC presents the student with a 
good preparation for further study in graduate school. 
One deficiency in the department which continues to 
exist pertains to the text used in Abstract Algebra. The 
book presently used by the department is written by 
McCoy. Unfortunately, many students have found that 
graduate schools will not accept courses taken fi-om this 
text. One student was quoted as saying that even though 
he had forty-five hours of math credit in all fields of 
study, graduate schools accepted him only on limited 
status because of the Abstract course with the McCoy 
text. This fact has been brought out to the attention of the 
department, but as yet nothing has been done. It has 
been suggested by these and other students that this text 
be changed. 



Mr. James Meehan 



48 





)r. Rose Carney 



Miss Phyllis Kittel 





Rev. Paul Tsi, Ph.D. 



Miss Eileen Clark 



49 



Dr. David Rausch 




fell? 




Chemistry 



Throughout the summer joyful notices from the regis- 
trar's office foretold of an impending "new trend" in 
Proco-Benedictine education, of "new ideas designed to 
make learning here more dynamic." Yet, for the chemistry 
and biochemistry majors who shuffled through more 
quizzes, lab reports, and homework problems in the first 
weeks of September, this trend was still in the offing. 

Notwithstanding that, it seemed that the faculty of 
IBC's chemistry department were hesitant to endorse 
more independent study courses, for example, because 
that still obeyed the credo, 'That which works is good." 
And, indeed, for a department which sends 80? of its 
graduates on to professional or graduate school and 
usually helps the other 20? find a secure position in in- 
dustry or teaching, who could argue? 

Department chairman James J. Hazdra has attained 
these healthy statistics through a firm belief that "We 
want you to be the best." And since chemistry and bio- 
chemistry majors notoriously stay up late either 
calculating fi-ee energies or writing mechanisms for aro- 
matic substitution reactions, those that stay on with the 
department for Dr. Hazdra are "the best." 

But despite all the trips and A.C.S. meetings, the chief 
interest in the department rightly remained education. As 
Dr. Tim Janis indicated, "We let the freshmen sometimes 
give their own lecture. We show movies. But for all the 
overhead projections and computer programs, they still 



have to study the textbook, pass the tests, and in short, 
learn. " 

Dr. David Rausch, instructor in organic chemistry — 
the classical course for determining who remains a chem- 
istry major — explained, "We've been accused of over- 
riding our majors, but this accusation eludes the question. 
What we're concerned with is educational. Anytime you 
have a grading system, anytime you have the current 
flood of applicants to med school, somebody will be over- 
ridden." 

Over the extent of the year, harder course work seemed 
to project a decrease in departmental enrollment and in 
subsequent department importance. It was felt that the 
thrust of the biology department in hiring new instructors 
and in opening new labs would detract from the chemis- 
try department *s significance. "Our department is on the 
brink of a real surge to overwhelm yours." observed one 
biology major to a chemistry major. Yet for those students 
dining in the old caf before the Gassman lecture, it 
seemed that surge would be a long time coming. 



50 





Dr. Tim Janis 
Dr. Karl Munninger 





)r. James Hazdra 



51 





Dr. Ralph Meeker \ 







52 



Hi^imaaB^n^ 



Physics 




Dr. Joseph Bowe 




Physics is a unique major. It is required by many 
departments as a part of their curriculum, yet its enroll- 
ment remains limited. A graduating senior class in phys- 
ics is considered large if it contains three people. Because 
of this, the instructors and the students have a close rela- 
tionship. However, there are times when small size can 
he a hindrance as well as a help. 

As far as faculty goes, the department is very well 
staffed. Three instructors compose the faculty. While they 
have been criticized for a lack of diversity in their 
approach to deciding what courses should or should not 
be offered, the recent expansion of the physics offerings 
indicates a sincere desire to improve the department. 

The problem here had arisen when the complaint was 
made that many of the courses were oriented too much 
towards one particular aspect of physics. Due to student 
pressure, courses such as Topics in Modern Physics and 
expansion of the electronics offerings was undertaken. 
This, combined with the advanced physics and indepen- 
dent study classes, ha\e widened the field of potential 
areas of physics which a student mav specialize in. Prior 
to this, a student who wished to broaden his learning in 
the area of physics had to do much of the learning on his 
own. Now according to a junior phvsics student, "the in- 
structors are more willing to help vou out with an\' topic 
vou want to go into. In addition, the lack of required 
research for seniors results in less constraint on the part of 
the student to complete X number of hours of research in 
order to recei\e his degree. The rationale behind this 
was, that by lessening the pressure in this area, students 
would be more moti% ated to do research their areas of in- 
terest and proceed at their own pace. Students are 
fa\()rabl\' inclined to this idea as it makes research more 
of a labor of interest rather than pure labor. 

The phvsics and chemistrv departments also continued 
their basic introductorN' courses aimed at non-science 
majors. Though received with a bit of apprehension at 
first, these courses are working out well, due to the fact 
that they are presented on levels which are comprehen- 
sible to the non-science-oriented person. They are aimed 
at teaching the student more practical things which he 
can use, such as electricity, gravitation, and other as- 
sorted subjects which can be of use to the student. 
Despite the fact that many people argue that ha\ing 
these 'dumnn- science" courses defeats the purpose of a 
science requirement, they are still welcomed with a sigh 
of relief by people who can't appreciate science as its 
majors do. 



Dr. Duane Buss 



53 



IFM 



The Institute for Management (IFM) is an aspect of 
this college that very few people know about. Once again 
the student's scope of knowledge has been limited to 
those aspects which directlv affect him, and therefore all 
he knows about the IFM is that it's the reason the lights 
on third floor Benedictine Hall are on every night, and 
that it is sufficient cause to fill up the parking lot with 
fancy cars. However, there's much more to the storv than 
meets the eye. 

IFM claims middle managers from various aspects of 
business and industry, and gives them a program of con- 
tinuing education that is applicable to their field. It is a 
rather unusual program in that it is supported bv the in- 
dustries that send their men into the program rather than 
by the managers themselves. Most participants in the 
program are area people, and therefore we mav consider 
the program to be a community benefit. The director of 
the IFM is Mr. Edward Carrol, himself a long-time resi- 
dent of the community. Perhaps through the existence of 
such institutions, the gap between business and the aca- 
demic world will be a little bit smaller, thereby bettering 
both. 




Mr. Edward T. Carroll, Director 



54 





PTI 



"Hey, who the hell are those guvs with the blue binders 
anyway?" Why, don't you know? Those are the people 
who are indirectly responsible for bringing the concept of 
air-conditioning to IBC. Yes friends, these brave men in 
blue (usually) are all policemen serving this great state of 
Illinois, and because of them we have two air-condi- 
tioned dorms, one air-conditioned cafe, no students on 
third floor Neuzil, and about fort)' uniformed cops e\'ery 
fourth Friday or so. 

The Police Training Institute, or the PTI as it's known 
to all our campus familiars, is a rather recent part of 
Procopian historv. In the summer of 1972, IBC offered the 
extension di\'ision of the Universitv of Illinois some extra 
space present on campus for use as a regional training in- 
stitute for policemen. The PTI trains voung policemen in 
some of the finer aspects of their work, such as law, finan- 
cial concerns, criminiil psychology, etc. And that's who 
all those guvs with the blue binders are. But that's okay, 
after all, the policeman is your friend. 



Gerald R. Stevenson, Director 



55 



editor's note: The following article consists of three letters. The authors of the letters are entirely 
fictitious, and the material represents the actual writer's interpretation of reactions to change at 
IBC. 

Throughout the past school year there has been much talk of changing the classroom atmo- 
sphere, the classroom curriculum, the classroom expenses, and in some cases the classroom itself. 
Our college has not been one noted for keeping up with modern trends to say the least, but this 
past school year we found IBC one step ahead of itself in the field of education, with positive 
approaches to establish a new educational environment. Various meetings were held by nmny 
diverse groups discussing these new educational and academic policy proposals, each adding its 
own input to the mounting pile of discussions. 

Below we have enclosed some opinions we found in shoe boxes, desk drawers and garbage 
chutes that were apparently overlooked by the owners at the end of the year. We have chosen 
three of the himdreds of letters, each originating from the distinctly different facets of the college 
academic community. We hope you enjoy reading them, as we enjoyed printing them. 

The small private college of today faces the real possibility of closing its doors to the public 
unless major changes in the overall college atmosphere can attract the high-school senior searching 
for his identity in a complex society. 

Slowdown in enrollments, fierce competitiveness in student admissions, greater campus 
complexity and impersonalities, the rising costs coupled with tuition increases, the declining ap- 
peal of the religious image, suddenly revealed difficulties in fundraising and alumni activities, all 
add to the mounting problems a college finds itself struggling within today's sophisticated world. 

Formal education plays a most interesting role in today's refined society, yet as every adminis- 
trator knows, there must be proper emphasis placed upon the realities our students must face. No 
longer can we turn our eyes from the cancer of private education . . . money matters. In order to 
stay afloat on the high seas of society, our tiny vessel must make strong its mast and spread its sail 
and change all its academic programs! Only then can we be sure to thwart off the Satan of high 
costs in college education, and bring into our college ranks any flunky we can get our hands on. I 
realize gentlemen, this sounds diastic, harsh, imprac-tical, absurd, and against all Benedictine 
ethical standards, yet all signs have indicated that unless our traditional emphasis on small size, 
personal attention, moral and spiritual values, liberal education, and general excellence are given 
little priority in this situation, our beloved college will be swallowed by the silent typhoon of cost 
deficiencies. 

We must remember that without a classroom in which to hold classes, there can be no class. So 
let us put aside for the time being, the trivial arguments our most educated scholars provide. Let us 
not depend upon the quality of our educational programs, but let us be concerned with the quan- 
tity of tuition-paying applicants that knock at the Admissions Office door. 

I beg of you, listen to me before it is too late! Do not be tricked by the devilish means the Aca- 
demic Senate has led you to believe is Truth. Do not fall to the wayside along with the others that 
will have you believe that the democratic method is the right method. Avoid conversation of little 
relevance such as the role of the Senate in such matters. And please do not be distracted by those 
that insist that strengthening programs will build a better IBC. We must let the high school senior 
decide for himself what he wants, and we know what he wants already! 

I am convinced, as I'm sure you are convinced, that the only therapy available at this time for 
our badly crippled institution is completely uprooting all the tradition the Benedictine order has 
established here at IBC, and replacing it with my method . . . the right method, so some day we 
might be able to tell our children's children we stood at the bow, proudly, as the typhoon silently 
lowered its curtain around our sturdy vessel. I see no virtue in preserving our integrity at the cost 
of our lives. I'm sure, by now, you agree. 



56 




57 



I must admit, as a faculty member, the overwhelming controversy concerning the announcement 
of the academic changes that have created extended bedlam on our tiny campus seems most inter- 
esting to me. lam stuck in the middle of diverse factions of the campus community that lend my 
defense to either side. 

First of all I am an employee of the administration, without which I do not have a job. Secondly, 
I am a scholar in my field of work to which I have dedicated my life. Thirdly, and most impor- 
tantly, I am an instructor of the young, uncultivated minds of the future. It is my job therefore, to 
prepare my students as best I can in the discipline I teach, so thev may understand the outside 
world, and, more emphatically, their relationship to it. 

It is sheer hypocrisy for me to stand in the front lines of a classroom environment and preach 
that Truth is not relative, while practicing methods dictated to me for reasons of economic ef- 
ficieny. Yet, I realize I must follow my employer's dictates in order to sustain my income. I see 
these responsibilities not only through my own eyes, but also through the eyes of my wife and 
children, to whom I am responsible. 

So, I must ask myself now, with whom do I side? The administration, my employer? Myself, as a 
freethinking individual? My students, as the future of our country? Or my family, where my most 
important responsibilities lie? 

Let me make some observations of what has taken place since this fiasco (for a good cause) has 
begun. The faculty dining room, once the bull ring for freethinking conversation, has become the 
caucus room for the various interest groups. I find myself attending meetings two or three times a 
week to establish the new educational structure (which concerns itself with educational -economic 
practicalities rather than establishing a sound philosophy of education). I find myself afraid to talk 
to students in the hallways with the fear that my job might be in jeopardy. I have become alienated 
fi-om my fi"iends on the faculty due to differences in opinion. But these particular problems can be 
overcome with time. 

Now let me express my personal analysis of the situation at hand. Change for the better is not 
bad. The ideas that have been thrown back and forth since the beginning of this stormy ear cer- 
tainly are not to be totallv discredited. Inter-disciplinarv education is probably a necessity in a 
college education. But to insist that the reasons for the interdisciplinary programming are to secure 
an economically efficient system defeats the ideal of education. Then again, economic efficiency is 
an intelligent method of handling any business. Yet, the economic efficiencv factors should not 
overshadow the quality of education being ofi^ered. Hence, we should realize IBC's product for our 
public consumer is not a diploma, but rather an education. 

We must also realize that IBC is not unique in the endeavor to establish new educational goals 
and techniques. The trend is nationwide, and undoubtedly a sign of the times. The need to find 
deeper meanings in our everyday existence is manifested by these recent academic developments. 
I accept these facts, but reluctantly. 

I am told I must conform. New methods in the classroom techniques, economic efficiencies, in- 
terdisciplinary education, and faculty workloads, can potentially save Academia from its recent 
downfall. But then again . . . 



S8 




59 



As students in our third and fourth years at IBC, we've learned to live with many of the adminis- 
trative absurdities so common in today's institutions. We've seen strongly supported student pro- 
grams snuffed out by the stroke of a pen. We've also seen programs supported by a member of the 
upper ranks of the administration pushed through the proper channels until "their program" could 
be realized. But in all our experience with the administrative members of various areas, we never 
saw such an outright challenge to the democratic process as was experienced this past year. 

In mid-semester the entire faculty was supplied with an academic proposal that was to shake our 
campus for months to come. The democratic process of the Academic Senate had been 'by-passed. 
The entire student body had been left out of the picture. Why? Because we "might not understand 
the dynamics involved." How's that for a mature attitude towards one's student clientele? This 
time the upper ranks went one step too far . . . they were determined to change the academic 
structure of IBC. They were convinced they were right. They told the faculty that they had to con- 
form. They told the students they shouldn't be concerned with the terms. They attempted to push 
through a proposal of academic alternatives that they thought were right. They saw it as their job 
to convince evervone that they had found the proper combination for the troubled IBC. 

The few students that did attempt to find out exactly what was going on were shunned in a 
whirlpool of rhetoric. Their questions were never answered. Their opinions were unimportant. 
Their support was mandatory. So it goes. We had seen an entire priinciple attacked by the means 
used for such a proposal. We compared our institution to the national trends, the big business need 
for management, and the upheavals of tradition. We also fought the fact that we were alienated by 
the means implemented. We were reassured of our lowly position in the business of running a 
college. 

The question in this debate was not for the establishment of a new visitation policy, nor was the 
question at hand concerned with greater social restraints on the student body. More importantly 
this debate was concerned with some of the most fundamental questions that we as free people 
could ask ourselves. Can we sit idle and watch the democratic process be pushed aside for the time 
being so as to establish a form of education that will pacify a society of businessmen instead of 
scholars? This new era of education at IBC can be the greatest plan ever imagined for a small 
private college. At the same time it should be recognized as such, and explained to all concerned 
members without "hiding the goods' from the student body. 

We saw a challenge to our Academic Senate, to our faculty members, and to ourselves living in a 
democracy. Our teachers positions were threatened, they could no longer fight. One monk of the 
Benedictine Order asked us to keep fighting. One lay teacher said "it's up to you, we're caught in a 
bind. Please don't give it up!" A member of the campus radio station was asked to curtail the con- 
troversy of the proposal's riunifications on his talk show. This request was made to the student by 
the originator of the document itself (the student respectfully obliged). 

But did all this underground protesting, all this discussion and debate ever change the situation? 
For the first time since this student can remember, a student protest on this tiny campus was suc- 
cessful. The student members of the Academic Senate were given copies of the proposal. To each 
task force committee that the administration appointed, student members were assigned. Each ad- 
ministrative committee that was established allowed student membership. The proper channels 
were recognized for the approval of the new programming. The Academic Senate elected a student 
member as its vice-president. Our fight against the illegal methods was a success. The entire 
campus won this battle. 

The crime in the past year's controversy is that it will go unnoticed by the policy making 
members of the board of trustees. They will never hear how this proposal nearly destroyed the fam- 
ily spirit of the IBC college community. They will never be aware of the fact that the democratic 
process on which this college, this community, this country was founded was threatened by the 
stroke of a pen. 



60 




61 






o 






Beck wins District 20 'Coacti of tlie Year' title 



Led by head coach Tom Beck, voted NAIA District 20 
Football Coach of the Year by his colleagues, the Eagles 
amassed a 9-2 record for their first eleven-game season. 
The highlight was Homecoming against Illinois College 
— won 52-0 in a record-setting performance. The two 
defeats to Rose Hulman and St. Joseph ended the season. 

The Eagles averaged 32.7 points and 433.4 vards per 
game compared to opponents" 11.2 point and 171 yard 
average. Leading the District in team offense and 
defense, the Eagles ahso ranked in the NAIA Di\ ision II 
Top Ten for most of the season. 

The sea.son was marked throughout In tlie consistent 
playing of underclassmen Ken Carruthers who led the 
District in rushing with an a\erage 105 vards per game, 
and Dave Swanson who led the team in points scored. 
Both were potential All-District candidates. Titus Gar- 
nett, Carl Janssens, and Mark Walsh were named to the 
NAIA District 20 All -Star team for offense; Barry 
Williams and Mike Rogowski for defense. Special honors 
went to Rogowski who was voted to the Coaches Associa- 
tion (Kodak) College division All-American first team. 
Walsh was named an Associated Press All-American Sec- 
ond Team member and Janssens was named NAIA All- 
American. 

64 




i 





^'•^. -r 



Above Lakeland defender snips an Eagle pass 
while Mike Gallagher passes. Above right 
Linebacker Mike Rogowslci and tackle Keith 
Davis show strong pursuit against Olivet offender. 
Right Tackle Titus Garnett prepares to block 
during action. Below Bob St. Germain yawns 
during homecoming game. Below left Quarter- 
back Tom McGuire prepares to pass during 60-14 
victory over Northwestern of Wisconsin. 




.A«?.,.v 



, i^^^ti^^i^ 




tk t!*-.'**' 



^;mm 




65 




IC 







«^ 



u^ 



Above Ken Carruthers prepares to recieve a touchdown 
pass. Riw/if Eagles sho« strong pass defense. Below right 
Coach Tom Beck instructs quarteirback Tom McGuire 
during time out. Beloic left Half-back Ken Carruthers 
gallops past Northwestern defense toward a touchdown. 






66 







Above Eagles show aggressive 
defense in Illinois College 
game. Below Cheerleaders 
welcome team back on field 
during homecoming half-time. 






,,,'',,i.V»jl 




Left Guard Tom Wirtz looks on as halfback Dave Swanson is tackled. 
Above Keith Davis shows strong pursuit as he backs up a tackle. Right 
Specialist Barry Williams, leader in kick-ofF returns, prepares to return a 
kick. Below Titus Garnett blocks as Ken Carruthers steps over the goal 
line. 




68 




': I. Ryan, B. Gaughan, S, 
Schrai ' 



1972 FOOTBALL TEAM — FRONT ROW: 

Rechenmacher, B. Stankus, D. Hilker, A. Schraiibin, B. Schellinger, 
M. Sponsler, B. Nowaczyk, A. Rainey. SECOND ROW: D. Hiiber, D. 
Augustine, G. Chamarz, B. Bailv, S. Biesiada, T. Condron, T. Wirtz, 
B. Corley, M. Ostrovvski, K. Carruthers, B. Morgan. THIRD ROW: 
Coach T. Beck, Manager ]. Rejc, Assistant Coach E, Sojka, T. Garnett, 
B. Wilhams, M. Essig, J. Hoffman, M. Walsh, B. Conte, L. Block, T. 



McGuire. M. Gallagher, D. Swanson, Coach G. Cavich, Assistant 
Coach J. Ostrowski, Trainer B, Carroll. FOURTH ROW: M. Wirtz, D. 
Gentile, M. Bontemps, J. Kenny, S. Shields, K. Davis, C. Janssens, J. 
McMahon, M. Rogowski, B. Brnton, ]. Wisniewski, D. Doffin, B. St. 
Germain, A.J. Rodino. BACK ROW: M. Krzus, B. Zentz, K. 
Relphorde, T. Modesitt, M. Jackovich, M. Doyle, E. Ruzga, B. 
Murphy, T. McGrath, P. Thomas, R. Purnell, R. Wrobel, J. Burnowski. 






FOOTBALL TEAM SCORES 




IBC 




OPP 


13 


Lakeland (Wise.) 


7 


28 


University of Dubuque 


13 


28 


University of Dubuque 


13 


23 


Milton (Wise.) 


( 


14 


Olivet (Michigan) 


3 


60 


Northwestern (Wise.) 


14 


53 


Eureka 


i 


19 


North Park 


i 


52 


Illinois College 





56 


Concordia 





17 


Rose-Hulman (Ind.) 


IS 


25 


St. Joseph (Ind.) 


47 



WRESTLING TEAM - 
KNEELING: K. Nemev, L. Solis, 
D. Huber, M. DeBoo, L. Langone. 
STANDING: E. Ruzga, N. Heinz, 
B. Leswig, B. Tozzi, T. McGrath, 
Coach G. Gavich 




G rap piers win NIIC, NAIA title under Cavich 



The IBC wrestling team has grown from an intramural 
organization into one of the top young small college 
teams in the state in three years. Much of the credit was 
given to coach Gene Cavich who worked his team hard. 
The work paid off. 

The IBC grapplers captured the NIIC wrestling tour- 
nament, with three individual champions and five second 
place finishers. The Eagles posted 82 team points to edge 
second place Concordia (79), Aurora college (6632), and 
Trinity with 17. 

The wrestlers also won the post-season NAIA District 
20 meet at Illinois Wesleyan University in Bloomington. 

The young squad was led by eight freshmen with all- 
district, conference champ and MVP Ken Nemec pacing 
the way. Other outstanding freshmen were Louis Lan- 
gone (second district, second conference), Lupe Solis 
(third di.strict, second conference), and Mark DeBoo 
(fourth district, third conference.) 




Coach Gene Cavich encourages wrestler. 



70 



Freshmen dominate cross country team 




It was a building year for the Cross-Country team. 
Four of the five top runners were freshmen with sopho- 
more Kevin Turner fiUing in fifth. Freshman Steve 
Wagner was selected MVP and honorary captain, while 
his classmate Al Kerpe ran the best four-mile time 
(22;30). 

On liome ground, IBC defeated Concordia 23-34. The 
harriers placed poorly at Trinity, scoring 41 points to 
Trinity's 16. In a triangular meet with Aurora and Judson, 
the Eagles bowed to Aurora 20-38 while beating Judson 
through the latter's forfeit. This left the harriers with a 2-2 
conference record going into the Judson meet where IBC 
lost to Aurora 90-50 while surpassing Judson (98) and 
Concordia (110). Overall, the team tied with Judson for 
third place in 1972 conference standings. 

The harriers also placed sixth in the Ray Schellong In- 
vitational and the Spartan Invitational, seventh in the 
University of Chicago Invitational, and fourth in the 
NIIC meet. 



Freshman harrier Tom Varner places ahead of Concordia 
runner at home meet. 




1972 CROSS-COUNTRY TEAM - KNEELING: E. Madaj, J. 
Rice, R. Gaynor, S. Wagner, A. Kerpe. STANDING: manager 



J. Craft, K. Kriebs, M. Kirchner, G. Green, T. Varner, K. 
Turner, coach B. Coleman. Not pictured: G. Rapp, M. Bohan. 



71 



Young Basketball team sees mediocre season 



Despite the impressive home-opener against the Uni- 
versity of Chicago, the Eagles were not able to generate 
the hustle, enthusiasm, and teamwork throughout the 
season that they displayed in the first game. 

University of Chicago came into the home opener witli 
a highly ranked reputation of being one of the nation's 
top ten defensive ball clubs in the small college division. 
Tlie starting line-up, consisting of three .sophomores, one 
junior and one freshman, outhustled, outdefensed, and 
outran the Maroons for a 97-94 victory. This was the first 
win for Coach Gormlev, beginning his initial career as 
the Eagles' varsity coach. 

The Eagles lost their next five games despite playing 
excellent basketball against St. Xavier and Aurora 
College. Returning senior John Seno to the line-up 
pro\ed to be a good decision as John enjoyed his finest 
season ever, winning All-Conference honors as well as 
being selected M\T by his teammates. 

The Eagles easih tli'fi'utcd conference foes Trinitv and 
Judson, tiieir second and third \ictories of the season. Un- 
t()rtunatcl\ , tln'ir next sex'cn opponi'uts pr()\ idcti tougher 
competition due to pla\er changes. 

In the last six games the Eagles played .500 ball, win- 
ning three and losing three. The final two games proved 
to be the most exciting offensively as the Eagles pressed 
their wa\' to a 99-88 win o\ er Rockford and a hard-fought 
114-107 \ ictory over George Williams College. These last 
two games i)rought the team together as demonstrated bv 
a two-game total of forty-three team assists. 

A total of nine players lettered, only one a senior. The 
eight returning lettermen should provide a nucleus for a 
respectable club if they continue the tough defense that 
characterized the last two games. 

A total of seventeen players saw some varsit\' action 
throughout the season. Two other individuals were 
utilized during the five Junior varsity games played. 

Despite the conference record (4-6), two of the Eagle 
ball pla\ers, Tim Lorenz and John Seno, were named to 
the ten-man All-Conference team. 





72 




Left Bob Di Virgilio struggles with opponents for rebounded 
ball. Above Freshmen John Garrity and Bob Di Virgilio bring 
ball down to home basket. Lower Left Ball is passed over guard's 
head by freshman Terry Proczko. Right Coach Mike Gormley 
explains strategy to team during time out. Below Junior Jim 
Krema dribbles past Aurora College player. 





73 



J 





1973 BASKETBALL TEAM — KNEELING: T. Lorenz, 
J. Stark, J. Waytula, C. Weber, J. Garrity. STANDING; F. 



Chervenak, R. Puntil, T. Grgurich, R. Di Virgilio, J. Seno, 
J. Krema, coach M. Gormley. 



74 




Above Bob Di Virgilio brings ball in front sidelines. Left Debbie Rita, Paula 
Venckus, and Cindy Birch cheer for listless crowd. Right Freethrow is sunk by Tim 
Lorenz. Below Dave Schmecht receives ball from teammate during Aurora game. 







1972-1973 BASKETBALL RECORD 




IBC 




OPP 


94 


University of Chicago 


79 


78 


IIT 


99 


80 


St. Xavier 


92 


83 


North Central 


103 


90 


Aurora 


102 


54 


UICC (Circle) 


84 


95 


Trinity 


71 


57 


Wheaton 


112 


68 


Milton 


89 


68 


Niles 


78 


77 


Eureka 


60 


72 


Judson 


64 


85 


Concordia 


95 


72 


IIT 


79 


76 


Lewis 


100 


87 


Rockford 


91 


68 


George Williams 


97 


71 


Aurora 


95 


62 


UICC (Circle) 


82 


73 


Judson 


71 


79 


Lewis 


101 


79 


Concordia 


83 


76 


Trinity 


86 


99 


Rockford 


88 


HI 


George Williams 


107 



75 






76 



IBC Eagles Win Fourth Consecutive NIIC Crown 





For the fourth consecutive year, Illinois Benedic-tine 
Eagles captured the NIIC championship. 

IBC first defeated the University of Illinois, Circle 
Campus in a tight 9-7 victory. To grab the title, the 
Eagles had to split at Concordia College. While there, 
top pitcher Jerry McMahon allowed only one unearned 
run in the first game, but lost a tense 1-0. This was the 
second one-hit game Jerry pitched this season. 

The Eagles grabbed the decisive win (5-2) behind the 
strong performance of pitcher Mike McMahon. This vic- 
tory established the champion Eagles as a dynastv of 
sorts. The Eagles have been NIIC champs in each of the 
four years the conference has existed. This year, IBC won 
with an almost all-freshman team. 

Senior Jerry McMahon was named Most Valuable 
Player by his teammates. He has been four-year starting 
pitcher for IBC, and set a school record this season, com- 
piling an earned run average of 1.52. Jerrv also was 
named to the NIIC All-Star team for the third time. 

In addition to McMahon's record, eight other marks 
were set this season, including five by freshman first 
baseman Dave Lambert. 

Lambert set season records for at bats (119), hits (39), 
doubles (9), home runs (6) and runs batted in (27). 
Freshman center fielder Dave Swanson scored a record 
24 runs, while IBC won 19 games, two more than the 
previous season high. Lambert was the leading hitter at 
.328 and right fielder Ken Carruthers stole 18 bases in 22 
attempts. 



77 




Track and Field Has Best Season Yet 



The 1973 Track and Field team was, according to 
Coach Bruce Coleman, the best that Illinois Benedictine 
College has e\ er had. The\' finished third place in the 
\AL\ Indoor District #20 meet; came in second at the 
NIIC outdoor meet on Ma\' 5; and, in addition, heat 
DePaiil and Aurora in one meet, and Trinit\' and DePaiil 
in another. 

Barrv Williams was named most valuable indixidual 
for the second vear in a row. He placed in e\ en' big meet 
and set records in the triple jump and long jump. Other 
players of note were Kevin Turner and Jerrv Skurka; 
who, with Bari-v, were named captains for the 1974 
season. Jerr\' has already been captain for two vears, and 
in 197.3 was the only man to place in everv meet on the 
schedule. 

Among the new plavers, the freshmen distance runners 
did an outstanding job at the conference track meet. Tom 
\'arner, Steve Wagner, and Bob Gaynor were iUTiong 
those freshmen receiving particular praise from Coleman. 

In addition to Williams' records, other records set this 
season were Da\e Krogull indoors with the shot and 
Skurka outdoors with the pole \ ault. 




78 







79 




rw^ 









o 




"Hello there yearbook fans. This is your roving report- 
er, Desi "Q" Chelani, located just behind Kohlbeck Hall 
on a path commonly referred to as the Ho Chi Minh trail. 
At this point along Memory Lane, we would like to get 
some reactions from students on this past year's Student 
Government as seen through the eyes of its constituents." 
Q. "Excuse me, sir. I'd like to ask you a few questions 
about vour Student Government. " 
A. "About m\ what?" 

"Your Student Go\ernment, sir. You know, that body- 
political that represents you and all students in the 
decision-making processes here at IBC." 
A. "Oh yeah, SG. I think there should be more dances, or 
more parties, or something . . ." 

"Well thank vou anvway, sir. Lets move along here. 
Ah, vou sir. Would vou like to comment on this past 
SG.?'" 

A. "Well I guess I could, now that its over and all. I used 
to be a rep for the senior class, \()u know. So I guess I 
know a few things about SG." 

Q. "That s great! Were there an\ particular e\ents youd 
like to mention?" 

A. "Well there was this one time Jack Bearv . . . he was 
the SG president, vou know?" 
Q. 'Tes, I know, sir." 

A. "Well, Jack changed the meeting time from nine 
o'clock at night to four o'clock in the afternoon. I guess 
more people were able to attend the meetings during 
class hours than later at night. 

"There was another time we received a lot of partici- 
pation. During December of '72, they called a general 
meeting of all student members, and called a Reorienta- 
tion meeting. That wasn't bad, and I guess it was really 
needed, too. 

"'After that meeting we set up a few committees on visi- 
tation, student union, and all that kind of stiKknt gover- 
nment junk. ' 

Q. "Were there any real issues that ever came up in some 
of the Council meetings? " 

A. ""Well, there was this one time that they sent a letter to 
President Ni.xon and the head of the Indians at Wounded 
Knee, South Dakota. That was the only time that we 
didn't confine student interest to our campus. I guess 
that s prett}' important seeing since a lot of the students 
will be on their own in a few years. " 

Q. "What about budget problems? Weren't then' a lot of 
confiising discussions about the SG budget?" 
A. ""Oh yes, the budget. John Zasadzinski, the SG treasur- 
er, had a heck of a time trying to convince the majority of 
the student reps that he knew what he was doing when- 
ever he had to juggle the budget. 

"'One example was the time that the radio station 
needed funds to keep themselves on the air. Not too many 
members of the Council believed it was necessarv to 
maintain a radio station, especially when it was our 



money that they needed. The fact of the matter was that 
most of the members never even knew about the station. 

"Another time we almost fought over the budget — a 
most unhealthy subject, I might add — was the time the 
BSA almost got their money taken away because one of 
the jokers on Council thought that the executives gave 
them too much in the first place. Well, Titus Garnett 
came to the next meeting and put the picture in a clearer 
perspective, and needless to say, the money was not even 
touched. 

Q. "How about the rising problem of apathy in your SG? 
Has this been a problem in the past year?" 
A. "Well if the attendance records Geri Labuz kept as 
secretary are any indication of the apathy in our SG . . . 
At one meeting I remember people going around to some 
kids everyone thought was from another school, but they 
ended up to be from our own SG. 

"Yeah, I guess apathy was the '"in thing " for the 72-7.3 
school year. If it wasn't for about five or six people one 
might have forgotten we even had a Student Govern- 
ment. " 

"I remember a few times when Jim McDonough, the 
vice-president, got all fru.strated because he couldn't fig- 
ure out why nobody cared. He's probably still crying 
about the 'deceased members of SG', as he used to call 
them. 

"Norm Horstmann, Social Chairman, would also be 
able to testify on the social apathy here at IBC. I guess 
most of the kids on campus found new ways to release 
their mounting tensions this year. .I'm sure it wasn't as a 
result of an overload of studies either." 
Q. "Sir, What does the future of SG look like to you? Does 
its future seem promising, or will the future of Student 
Governement to come still rely on those few concerned 
students?" 

A. "Well, that's a pretty difficult question to answer right 
now. You sec, tlu'\"ve decided to rearrange the SG in 
order to better attack the problems of the college commu- 
nity. 

"You see, in the past, if there was a problem in student 
Government a committee was assigned to rectify the 
problem. But the problems in SG were never really set 
straight. I guess committees have unicjue ways of not get- 
ting things done." 

Q. "You mentioned there has been a .structure change in 
Student Government. Exactly what kind of change will 
l)e implemented in the future, sir?" 

A. 'They plan on replacing Student Government with — 
believe it or not — four new committees." 

"Are you kidding — I mean — oh, thank you sir. I'm 
sure the yearbook audience out there will appreciate 
your comments just as much as I have. 

'This is Desi "Q" Chelani returning you now to the 
remainder of the activities section back at Yearbook Cen- 
tral." 



82 



SG Officers 





Jim McDonough, Vice President 



Jack Beary, President 




Norm Horstmann, Social Chairman 



....MiiUi^i 





Geri Labiiz, Secretar 



y 



John Zasadzinski, Treasurer 



83 



HOMECOMING 





Sl'UKEl 





84 








Homecoming is a term applied to an interesting Ameri- 
can ritual celebrating the glory and heroism of school 
football teams. The name is derived from the fact that the 
ceremonies are generally held at the first home game of 
the season (that is, the first game held in territory indige- 
nous to the school.) Homecoming season generally ex- 
tends from mid-September to early November, although 
some schools have been known to ci-lcbrate this festixal 
as late into the season as December. 

A homecoming is similar in many respects to a primi- 
tive harvest festival. In fact, the theme of the 1972 
homecoming at IBC was "Oktoberfest", patterned after 
the famous German festival celebrated in the fall when 
the grain is harvested. And, true to the pattern, IBCs Ok- 
toberfest was marked by the consumption of prodigious 
amounts of beer. No record of the actual amount con- 
sumed is available; however, considering that the festival 
lasted for nearly a week, it is probable that the local beer 
merchants reaped the biggest harvest of all. 

The first scheduled event of the week involved many of 
the students, as the\' demonstrated their prowess in ca- 
noes. Joan Hoffelt and Mary Ann Walsh paddled away 
with first prize in the women's division. John Clemens 
and John Pope took the honors of the day after a running 
start and a truly breath-taking finish. 

The race evidenth' left everyone with a big appetite, 
judging by their performance in the pie-eating contest on 
Monday. Dave Kiogull staggered away with the honors 
in that contest. This event, sponsored by the Freshman 



class, was cast into the shade that evening b\ the 
brilliance of several IBC beauties. Clothes from a local 
junk shop were modeled before an enthusiastic audience 
in the Social Center, while Jim McDonough served as 
emcee. Finally the judges decided to let Jim Moran and 
Mike Sposlor share the laurels, since the\' were so ob- 
viously matched equall\' in grace, poise, and charm. 

On Tuesdav, Saga food service made their contribution 
to the German theme b\' hold.ing a smorgasbord in the 
cafeteria. The main result of this valiant attempt was to 
slow the line down to a crawl. 

Among Wednesday's and Thursday's activities were an 
obstacle race; an ice cream social at which students were 
entertained bv folksingers Bill Gore)', Mike Bohan and 
Mary Fitzgerald; a polka contest; and a mud sliding con- 
test. For the latter, a hydrant near the g\Tn was opened as 
students used tables and brute force to deflect the stre;mi 
of water into the proper area. Then, once the mud had at- 
tained its proper consistency, the contestants lined up for 
the run. The longest slide was achie\ed b\" Don Huber 
who had, as one other contestant remarked, "the best 
build for mud sliding that Ive e\er seen." The entire 
event received campus-wide notice as the water supply, 
stirred by the opening of the hydrant, ran bright red for 
several days thereafter. 

Frida\' was marked by a bicycle race \\ith 10-speed 
bikes as prizes. Sophomore Tom Yuhas came in first as 
rain drizzled on the small crowd of spectators present. In 
the evening, after a German dinner as concei\ed b\' Saga, 



85 



a mixer was held in the gym featuring a rock band — 
Weapons of Peace — and folksinger Ron Crick. Both per- 
formances were verv well received. This mixer took the 
place of the traditional "pep rally," a quasi-religious cere- 
mony at which prayers and chants were offered so that 
the football tciim might attain victory in the coming 
battle. The onlv trace remaining at this year's celebration 
was the announcement of the homecoming queen and her 
court. In the earliest ceremonies a voung virgin was ap- 
parently chosed for sacrifice at the next day's battle in 
order to appease the gods of war. However, in modern 
times the onlv requirement is that she be a student. Fur- 
ther, she no longer attains the honor of sacrifice, but must 
be content with being photographed with various of the 
larger, stronger warriors. At Friday night's festivities, 
Rosemarv Fuchs was announced as Queen and Joe 
McQuaid was featured as honorary king, symbolized by a 
Burger King Crown as a token of the coming harvest. 

Tlie next day, a large crowd turned out for the football 
game against Illinois college. These savages, nicknamed 
the Blue Boys for some obscure reason, were out for 
revenge against our institution for stealing their name 
and trying to disguise it by putting "benedictine " in the 
middle. The crowd, whipped into a frenzy of blood lust 
by the chants and gesticulations of the cheerleaders and 
pom-pon girls, watched as the teams fought. During half- 
time, a parade was staged featuring the queen, court, and 
cheerleaders and several floats (including one repre- 
senting the Jaeger Air Corps). When it was all over, IBC 
had won by a score of .52-0. 

The only event remaining was the homecoming dance, 
which was held that evening at the Marriott Motor Hotel 
near O'Hare airport. An open bar provided the fuel and 
Fifth Street contributed the music for a traditional cele- 
bration, complete with a 1950's segment and the 
complaints of irritated hotel employees. 

So we had a traditional homecoming and it was a big 
success; proving the old adage that if vou have a tradi- 
tional homecoming, it will probably be a big success. 





86 




Black Student Association 



The Black Student Association, presently under the 
leadership of Titus Garnett, is a social and cultural orga- 
nization designed to aid in the stimulation of Blacks' in- 
terest on campus and to develop relationships with 
Blacks at other Colleges in similar situations. 

Although the Black Student Association consists of a 
small membership, 31 people, it has made an enormous 
contribution to the existence of Blacks on this campus. It 
exists as a relatively comfortable environment, similar to 
the "home away fiom home" type of warmth and security. 
It exists as link which pulls Blacks together because of 
each and everyone's unique identities, personalities, and 
lifestyles. 

While proceeding to strengthen our cultural values, 
concepts and communication, it's used as a social outlet 
where various problem situations are discussed and 



analyzed. Because there are no Black faculty and ad- 
ministrative members it's our only means of com- 
munication with the Administrative Staff. The BSA as a 
whole makes the decisions and propositions, if necessary, 
on current issues involving Black students. 

Some of the future goals of the BSA are: to increase 
Black enrollment through the recruitment programs; to 
indulge in the improvement of the environment for future 
Black students; to create better interrelationships with 
other cultmes here on campus; to improve facilities such 
as increasing the amount of Black Literature in the 
library and improving the BSA room. But the ultimate 
goal of the BSA is to promote student survival 
academically in an environment lacking and desperately 
in need of Black facultv members. 




OFFICERS; D. Whitaker, vice-president, S. Bibbs; ]. Statum, secretary; S. Fox; T. Garnett, president; R. Hampton, treasurer. 



Cheerleading — 
Fanning a dead fire 



The IBC cheerleaders, like cheerleaders everywhere, 
make a lot of noise. But it's noise with a purpose, for it 
promotes school spirit at IBC ball games. Whether the 
ball is foot, base, basket or puck, and whether the game is 
on home soil or foreign, these girls display a generous 
amount of enthusiasm for their teams. 

There are times, however, when the cheerleaders 
become discouraged, disillusioned, and disheartened at 
the lack of audience response. Some people even have the 
nerve to say their cheers are dumb. These people might 
not brush off the cheerleaders' efforts if they knew the rig- 
orous schedules of daily practice required of the girls. 
Then, again, they might. You never know about Proco 
students. 

This lack of student support is evident in the outcome 
of the cheerleaders' only fund-raising event: selling 
buttons for homecoming. This year, the effort just broke 
even, forcing the group to use the money allocated them 
by the Athletic Department to buy new sweaters for 
basketball season. Hence; no money for anything else. 

The pom-pon squad (that's the dictionary spelling) has 
goals and methods similar to those of the cheerleaders. 
However, while the cheerleaders rely on their voices to 
stimulate adrenalin flow, the pom-pon girls use their 
bodies in conjunction with recorded music. Because of its 
distracting effect upon the players, this type of routine is 
performed during half time. Although the human side of 
the squad functions flawlessly (thanks to daily rehears- 
als), the mechanical side often causes trouble. Anyone 
who has gotten a good look at IBC's vintage PA system 
will understand the reason for some of those embarras- 
sing five-minute silences during routines. 

Other problems encountered by the squad include 
daily fights over the use of the gym floor for practice 
(small basketball games keep getting in the way), 
conflicting class and work schedules (there are fourteen 
girls on the squad), and finally the amount of plain work 
needed to get everyone to move in unison. But they do it 
somehow. 

Financially, the pom-pon squad is in no better shape 
than the cheerleaders. This year for the first time the 
squad was included in the Athletic Department budget. 
The money was used to buy material for hot pants outfits, 
which the girls made themselves. The sweaters and boots 
were paid for by the girls themselves. You see, these girls 
are willing to do a lot of work for the school's benefit. 





88 




Kneeling C. Phillips, S. Christy, D. Usselman, S. Kroll, M. Fitzgerald. Standing S. Convery, R. Lulac, R. Scifo, 
S. DelSasso, T. Reveles. 





History Club 




Among the new clubs organized this year was the Illi- 
nois Benedictine Historical Society, also known as the 
History Club. The idea for the club was originated and 
put into practice by Rick Zunica, first club president. The 
club's function is to bring about a greater interest in and 
understanding of history and closer contact among the 
history majors. This was accomplished through such ac- 
tivities as a reception for Mr. Joel Setzen, the latest addi- 
tion to the history department. Members also took several 
trips to the Chicago Public Library for its lecture series 
on cities and to Harper College to see the documentary 
film, 'The Sorrow and the Pity." Lectures and discussions 
were held on the topic of Nazi Germany. A panel con- 
sisting of Fr. Odilo, Dr. Roth, and Dr. Kornaros discussed 
first-hand experiences in occupied Europe during World 
War n. Another highlight was Mr. Dyba's every interest- 
ing and informative lecture and slide presentation on the 
Lincoln home in Springfield. His reputation as a model 
builder is spreading statewide due to his scale model of 
the Lincoln home complete with furnishings, wallpaper, 
and carpeting. 

The club has contacted several colleges in the immedi- 
ate area regarding the formation of a large interscholastic 
historical society. By pooling the resources of all the 
colleges much more could be achieved in the area of his- 
tory. 

The History Club has come a long way according to 
club moderator. Miss Tysl. She feels that it has ac- 
complished a great deal considering the short time of its 
existence. The club is not designed to be just an academic 
association but also a social organization bringing majors 
into a closer-knit group. 



History Club officers: Rich Zunica, 
president; Debbie Zajac, vice- 
president; Michele Jaworski, secre- 
tary; Marie Yara, treasurer. 




90 




Biolopy Club officers: John Petro, treasurer; Gene Kenny, 
president; Greg Stachowicz, vice-president; Ed Gross, 
representative. 




Biology Club 



After two years of dormancv the BioIoe;\' Club has 
become an active element on campus. The club has spon- 
sored various activities ranging from lectures and mo\'ies 
to field trips and campus clean-ups. 

Among the many lectures offered by the club were fea- 
tured speakers on taxidermv and radiation biologv. Dr. 
Larry Kamin, club moderator, furnished a talk on the 
relationship between cell shape and wall composition in 
pea epecotyls which proved interesting to biology majors 
(especiallv those in his class). 

The field trips sponsored b\' the club included several 
fossil hunts and a trip to Brookfield Zoo. 

"Earth Week" activities, such as the planting and 
slough cleaning projects, were aimed at impro\ing the 
ecological environment at I. B.C. Funds from plant and 
animal sales were used to finance these. Lectures and 
films on environmental topics were also held during the 
week. 

The club concluded the \ear's acti\ities b\ holding a 
picnic for its members. 



91 




\ 



<% 




Math Club 




Math Club officers: Cindy Dvojak, secretary-treasurer; 
Rich Dubnick, president; Miss Kittel, moderator; Tom 
Yuhas, vice-president. 

Aleph I, the Math Club, is not like an intramural pro- 
gram for it is often hard to generate interest. So the Math 
Club does not pressure people to attend lectures; the lec- 
tiues are merely presented. Surprisingly, the attendance 
at the lectures is not bad. It is, in fact, encouraging. 

The year's activities were mainly lectures. The funds to 
sponsor the lectures were raised bv the members. One 
day the members worked for an outside organization and 
earned enough for the year's activities. The lectures this 
year were: 

Dr. Karl Menger, visiting Lecturer at IIT 
Dr. Leon Bernstein, visiting Lecturer at IIT 
Mr. Richard Nelson, Department Chairman at 

Naperville Central H.S. 
Mr. James Meece, Jewel Companies Inc. 
Mr. Wepple, New Trier East H.S. 
The lectures by Menger, Bernstein, and Nelson 
provided the students with examples of personal 
research. Each of these lecturers presented his own 
research in \arious areas of number theory. Mr. Meece 
spoke to the students about the role of a mathematician in 
business as a systems analyst as well as his own experi- 
ences in this field. Mr. Wepple presented an interesting 
lecture on mathematical recreation in the form of puzzles 
and games. 

Aleph I this year initiated a new tutoring program. One 
student was stationed in each of three dorms. When a 
student had a problem, he or she saw one of these persons 
in the dorm and then saw a private tutor (who did well in 
the particular area in which the student had problems) 
was assigned. If the .student had more problems later, he 
could always see the same tutor again. The program was 
relatively successfi.il. 



92 



Astronomy Club 




To Nicholas Copernicus: 
Sir, 

Ah, my friend, it is truly a pity: the mirror a veritable 
sieve for starlight, scarred by fumes from the college en- 
gines; antiquated wiring and inadequate mounting; a 
photometer and a new secondary mirror, waiting for 
mountings; birds nesting in idle, inoperable shutters, the 
scaffolding needed for their repair withheld for matters of 
insurance. This observatory is in abominable condition. 

Yet perhaps there are grounds for hope. One lad, bv 
dint of a fortnight's inspired labor, restored the shutters 
to full operation last March, only to have them fail that 
May. Undaunted, he and his companions assembled and 
presented several stunning and informing audio-visual 
shows, seemingly unnoticed by the rest of the college. 
And even without scaffolding, they recendy obtained an 
extension ladder with which they once more repaired the 
shutters. Then, through their telescope, they witnessed 
ecstatic visions of the moon and Saturn which thou and I 
had perished to view. 

Still, I cannot quiet a nagging fear that this once- 
thri\ing, (juietly strixang observatory may like a meteor 
suddenly be bursting into brilliance only to fade as sud- 
denlv, leaving a faint trail of hope behind. 

From your associate and friend, 
Galileo Galilei 




Astronomy, Club: Front: Tony Skrobul, treasurer; Jeff Shadley; Gary Lazich, 
president; Back: Bob Marschalk, secretary; Paul Wolfe, vice-president; Roger 
Blanc. 



93 



Physics Club 




PHYSICS CLUB: D. Rita, J. Zaszadzinski, M. 
Bohan, A. Kriiml, L. Dwiel, C. Ekins. 



Editors Note:! The following article subtly presents such 
a strongly emotional human interest story that it was left 
untouched by red pen. 

IBC's physics club is an affiliate of the National Society 
of Physics Students. Its members are interested in many 
areas of physics. 

Early this year, the physics club sponsored a trip to the 
National Accelerator Laboratory in Batavia, Illinois. 
Under the leadership of its officers (pres. Mike Bohan, 
vice-pres. Jack Liedtke, and secretary Lynn Dwiel) the 
club has sponsored several lectures for the student body. 
Among these were The Mossbauer Effect, by Dr. Bobby 
Dunlop, and Dr. James Gindler speaking on The Sepera- 
tion of Radionuclides. Both guest speakers were from /ir- 
gonne National Laboratories. These lectures were usually 
quite interesting, though not too many students were 



acquainted with this fact. Besides the faculty, it was 
always the same group of students who showed up for the 
lectures. Some of the (Don Shanske, Carl Ekins, and John 
Zazadzinski) are probably more known as intramural 
basketball plavers than as physics students. 

Other people on campus may wonder what the physics 
club had to offer that drew these guys away from other 
activities. Most likelv the answer can be found in the 
Physics Seminar room in the SLC. It's to this room that 
the physics club disappears, speaker and all, after each 
lecture. It is in this room, with its relaxed atmosphere 
(and refreshments), that the students can talk to the facul- 
ty, speaker, and fellow students about the lecture (or just 
how much they didn't quite understand it). Then, after 
the speaker has been thanked, and most of the faculty has 
gone home, there might be a flash of white sailing across 
the room and dropping neatlv into the wastepaper 
basket, with a voice announcing "two points!" 



94 




Front Row D. Long, J. Langhauser, G. Ricca, M. Gugerty. Second 
Row D. Barbick, N. Hennesy, J. Justic, P. Cetera, T. Yuhas. Third 
Row B. Gaughn, D. Bogdanske, E. Kelly, L. Dwiel, S. Lorenz, C. 



Birch, R. Bouche. Fourth Row J. Kerwin, R. Sphillman, G. Bono. M. 
Solon, B. Smith. 



Circle K 



"Circle K is not a dude ranch" . . . or so the man says. 
And hark! He is correct, for Circle K is indeed not a 
ranch of dudes, nor is it one of those $1.79 steak joints, 
nor is it a dive on Cicero Avenue. No, Circle K is none of 
the above, instead we find ourselves confronting a rather 
eccentric collection of charitable-minded people who 
prefer raising monev for Kiwanis rather than throwing 
parties for people with beer on their minds. And that, my 
friends is what Circle K is all about. 

Now the intelligent reader will find himself making a 
rather difficult cognitive leap after reading the above in- 
formation. Hell probably be thinking "Ah yes, so that's 
why these people sponsor all those odd events such as the 
canoe race on the slough, and the basketball marathon, 
and that's why there are always some members standing 
at Maple and 53 selling peanuts every year. Now I under- 
stand . . . it's because Circle K is a dude ranch!" 

"Circle K is not a dude ranch" . . . or so the man savs. 




95 



Field Day Makes Good Times for Few 




This year, Field Day was given a last chance to prove 
its worth. Despite much faculty opposition classes were 
suspended for the "organized" day of fun and games. 

Ted Sevier, as president of the sophomore class, coor- 
dinated the activities. He was told that the results of the 
1972 field day would have to justify the further existence 
of the activity. 

Field day was held on September 26. About 100 people 
participated in a dozen activities ranging from chess to 
volleyball to wheelbarrow races. Those involved enjoyed 
themselves, others back in the dorms or at home studied, 
grateful for the chance to catch up on schoolwork. That 
evening, the residents gorged themselves on a special 
buffet featuring baron of beef. The feast ers put away over 
a pound of meat apiece. 

A prize of $50 dollars was awarded to the top class in 
overall performance. The sophomore class (class of 75) 
took first place for the second consecutive year. 

After field day, the results were analyzed and dis- 
cussed. Turnout was acknowledged to be low, con- 
sidering the total student enrollment. Some activities 
were cancelled and others delayed due to failure of teams 
to show up for the scheduled event. Basically, it was 
agreed that class rivalry as a viable motivating force was 
no longer operative. 

What does this mean in terms of the fijture? Whether 
field day will be held again is still questionable, but it 
probaby will. If held it will not be organized along class 
lines, nor will one class be responsible for the day. 




96 



Women's Basketball Team Gains Enthusiasm 



Since women haven't been around this school too long, 
it stands to reason that women's basketball is a recent ad- 
dition to the list of sports at IBC. However, in the few 
years of its existence, the team has acquired quite a fol- 
lowing. 

Perhaps the fac-t that both of the coaches (Tom Thil- 
many and Steve Bufano) were men indicates that 
women's basketball is not quite as liberated as some other 
women's activities, but the coaches did not hinder the 
team's performance by any means. Under captains Marie 
McNamara and Barb Goodwin, the team "wiped" Judson 
and St. Xavier. In addition, one of their more noteworthy 
experiences was a game played in McGaw Hall prior to 
an Iowa-Northwestern game. The team members admit 
that their "toughest competition" was George Williams 
College and Olivet Nazarene (our press release bears the 
curious notation "no fun " in relation to these two games, 
possibly indicating that the team lost). In any case, no- 
thing can be said against the women's basketball team. 
They're in it for the fun of it. 





WOMENS BASKETBALL: Kneeling C. Donovan, A. 
Fialkowski, B. Goodwin, M. McNamara, J. Smith, S. 



Lorenz, C. Birch. Standino S. Bufano, J. Doe, J. Johnson, 
P. Sheets, A. Anderson, G. Baker, P. Skupien, C. Consola. 



97 



Tournament Spurs IM Basketball Competition 





Translated literally, intramural means "within the 
walls." Intramural athletics, therefore, mav be defined as 
athletic activities carried on within the walls of the insti- 
tution. One of the objec-tives of intramurals is to get as 
many people as possible to participate in as many athletic 
activities as possible. This is what Coach Ostrowski, the 
program direc-tor, set out to do. 

His success was evident. The intramural program had 
record participation this year. It all started with the foot- 
ball season, but while that was going on there were a 
number of other activities. These included chess, tennis, 
and ping-pong tournaments, to name a few. Vollevball, 
the next major activity, usually has good participation, 
and this year was no exception. The season started with 
some very lopsided games but most of the teams blos- 
somed into real contenders. 

While the volleyball season was in progress. Coach Os- 
trowski sponsored a weekend basektball tournament. It 
was doubled elimination with a total of fifteen teams en- 
tered. The action was great, and the tournament was a 
fine addition to the intramural program. 

The continued success of the intramurals program was 
no surprise. Some improvements can be credited to the 
efforts of Coach Ostrowski and others; but intramurals at 
IBC could probably not fliil unless vou cut the arms off 
half the students, and the legs ofPthe other half. 




99 



Tom Shanka Wins Hockey MVP Title 




A strong returning line-up and a few promising 
freshmen carried the Hockey Team (Club) to a confer- 
ence third place with a 6-4 record. Play was inconsistent, 
however, holding the overall record to 11-14. 

The members voted forward Tom Shonka Most Valu- 
able Player. Shonka was also the season's top scorer, with 
29 goals and 22 assists. Most Improved Player title went 
to right-winger Jim Konrath. 

Status-wise, the club remained in a state of confusion, 
somewhere between "club" and "varsity team". The orga- 
nization had a president, Tom Smoucha, as well as a cap- 
tain, Jerry Sullivan. The alternates were Ed Picard and 
Sonny Franiak. Charles Stasica, the Proco alumnus who 
coaches the team, continued to work with the members 
toward both a better team and a clearer status. He ex- 
pected a decision in favor of team standing, but probably 
not until the 1974-75 season. 

The outlook for the coming season is favorable. Eleven 
members, including Shonka, Picard, and Sullivan, will re- 
turn as lettermen. The two- and three-year veterans, with 
a complement of incoming freshmen, should be able to 
settle down to a better, more consistent game. 





■ 






■1 




'9H 


^^H 




1 






^^Ka 


■^ 




Li '^^^F^^^^^^^^l 






mmmm 




m 


1 


J^^^^^m 










kin 


m 


9 


fc|y^ 


1%! 




^H^ 




UmB 


'.: ■■■ 


^H 


ft 1 






^^>^^E 




i^^^H ^^^^^K*M 




■ 


l^j 


H\ 4 




^^^^^C .'- vf'^^'^aK^ 


W^P*^ -^'^^S^PM^^^ 


^^Sfl^^J^SS^JJAg^ 


irfii^^H 






^^_S!^H 






^^^^i__Jb*- -^B 


I^^K. d^^HHn 




^■I^^^^^^^^H 




^^^1 


■^^1 






^^QKUB » Wk 


IIhhP^^^S* 


^^K^w^^^MH^^^I^^v 


^K^^^^^H^^H 




■ 


|rN^ 






dK^fll^BMv^~i 


■^Ih^ w 


h MBT^'^'i^-^'^^T i 


H^HBpll^l 




^^JfyB 






^■■T^^v >n 


^^BCd^Pl^ ''^H 


l^^^^^J^^I^^K >vj 


W^^W^^m^^ ^^H 




Hfjfl 






■E^'VvU 


^^^^^^^^^^B. m^^ ^K 


^^^H^^^H^tt' ^ 


II^SVB ^I 




^M 






P^. . i 




J^^^BHt a 


I9^BH 




H 






%m\ 




Jf^ffSA 


K^H 


▼^H 


H 






^&= 




^Hf^y^PI^^^^B^ ^. ^^^^H 


^^E 


r"l 


^9 






^■■kr 


y/^Bt^^ 


^^^J^B3^^^^^^^^^^k,^^^^H 


mBIHh 



HOCKEY CLUB; Sitting J. Rigio, J. Williams, J. Vaci, ]. Lopata, K. 
Baron, M. Werakomski, L. Hatorri, M. Jordan, M. Peluse. Standing J. 
Konrath, ]. Zieman, J. Carberry, ]. Sullivan, T. Smoucha, T. Spaniol, 



E. Picard, J. Javors, R. Holmes, J. Pripusich, T. Allen, C. Statsika, T. 
Shonka, M. Bonamer, S. Franiak. 



100 



®l|e f abarrf 



A lot of people are wondering what happened to the 
coffeehouse, including the managers. What was promised 
was entertainment and refreshments every weekend and 
records every weekday evening. The obvious fact was 
that entertainment was sparse and hours were nonexis- 
tent. But another fact was that things did get better as the 
year progressed, and student support grew until the 
Tabard could almost be considered a vital part of the 
campus life. Almost. 

When Paul Fitzgerald took over as manager in Sep- 
tember, he knew very little about procuring entertain- 
ment and even less about eliciting student co-operation. 
The result was a series of performances by students which 
were poorly attended; and at the same time there was a 
wave of vandalism which nearly reduced the coffeehouse 
to four bare walls. Fitzgerald was ready to give up, and 
the entertainment suffered as a result. 

Finally, in November, Bob Ingrisano offered to act co- 
manager of the Tabard, to which Fitzgerald readily 
agreed. Ingrisano knew many of the students who had 
been throwing unauthorized beer parties in the Tabard. 
Since these parties had been a major cause of the damage, 
Ingrisano concentrated on persuading the students that 
the Tabard was something they could be proud of if they 
acted responsibly. The idea of no hassles from the school 
proved to be motivation sufficient to make the partiers 
clean up and police their own gatherings. As a 
consequence, the Tabard began to look better as repairs 
were made. 

During the second semester, the popularity of having 
parties in the coffeehouse threatened to overshadow its 
function as a place to have live music. Consequently, the 
managers sought to prevent other groups who might not 
police themselves so well from spoiling the privilege. The 
device agreed upon was a deposit asked of anyone who 
planned to throw a party. This money was collected 
beforehand to guarantee that no damage would occur 
and the place would be left fairly clean. There was some 
grumbling and a few mixups, but on the whole, the idea 
worked verv well. 

Meanwhile, Fitzgerald's entertainment was improving. 
There were usually two or three performances by off- 
campus entertainers every month. Often the performers 
would bring along friends who played a set free, and this 
helped to provide variety and quantity of entertainment. 

Both of the managers were satisfied at the year's end 
that they really had something going in the form of the 
Tabard. It had, they felt, great possibilities for reviving 
the dormant social life at IBC. However, they still felt 
like they were working against the administration and 
some of the students, and they looked for more support 
and co-operation from both groups in planning for the 
1973-1974 vear. 




Tabard managers Paul Fitzgerald and Bob Ingrisano. 




101 





tniiii fijgmalion from Snow White and the Seven Dwarfs 





from The Boyfriend from Snow White and the Seven Dwarfs 



102 



Productions 



The 1972-73 Productions season proved to be nearly as 
dramatic offstage as on. Producer-director J.C. Barnhart 
hired a fulltime technical direc-tor, Menno J.M. Kraai, to 
design sets and Ughting for the shows and to teach the 
newly-created theater history, stagecraft and scenery 
design courses. Mr. Kraai would also assist Mr. Barnhart 
in constructing the Studio, an intimate, 150 seat theatre 
located in a wing adjacent to the main stage in Sacred 
Heart Convent. 

Beginning the season was the nostalgic musical - 
comedy 'The Boy Friend." Its large cast of 23 included 14 
newcomers and featured two IBC freshmen, Vicki Bernd 
and Jim Kucharsld, along with IBC voice instruc-ter Mrs. 
Rosalie Loeding, in the lead role of Madame Dubonnet. 
Most of the members of Mike Mensa's stage band for The 
Boy Friend also appeared in Fr. Alban Hrebic's stage 
band show Sound Out. Dominating the show were the 
seven members of Aureus, Mensa's professional jazz/rock 
group consisting mainly of current, past or future IBC 
students. Three senior music majors who appeared in 
Sound Out, Michelle Hayes, Ron Paryl and Chris 
Markiewicz, made their conducting debut in the next 
show. Born to us a Child, the annual Christmas concert. 

Trouble arose for Productions over the semester break, 
however, when Mr. Kraai relinquished his duties as tech- 
nical director after four months of service. Mr. Barnhart 
and the community people who had helped him design 
and build sets for previous season did the technical work 
for the remainder of the season. Mr. Kraai remained on 
the teaching faculty through the spring semester and con- 
tinued technical construction in the Studio. 

Snow White i? the Seven Dwarfs began 1973 as the an- 
nual children's musical. Generally light on student partic- 
ipation, this year's kid's show featured no IBC under- 
graduates. But faculty member John K. Smith, head of 
IBC's Right to Read Program, made his second children's 
musical appearance in the part of Sir Dandiprat Bombas. 
Mr. Smith's earlier appearance had been an unforgettable 
portrayal of Captain Hook in the Peter Pan production of 
two years ago. IBC faculty members are not strangers to 
the Productions state. James Clark, speech department 
chairman, and Thomas Rich, admissions dean, are also 
active in Productions. But no one could have expected 
that the faculty member who would take the lead role of 
Henry Higgins in IBC's next production would be the 
producer -direc-tor J.C. Barnhart. The original Pygmalion 
casting had to be changed because of a schedule conflic-t, 
and time did not permit subsequent auditions, so Mr. 
Barnhart took the role himself. He also designed and 
built most of the set himself. IBC student Matt Cramer 
was also featured in Pygmalion as Freddy Eynsford-Hill. 



tmi' 


A 


iJv 


■pvT^^I 


^ H 


u 


^H A|| 1 ir l^^^^^l 


4 T' 't^ 


Tk**' 


^BvV* " ^^^1 


"1 ' iMaMi 


/^*-" 


* vH H#lMtffl|^| 


vl^ 


p%L 


Jit^M^ 


^-., 


B^^^^ ^ 


'>«*^ 


' ^v^ 


^u 




^^^PfvM 






m 


'1 


^4^ 

^ 


n 


^^K ^^. 


*«''^^ '. 



from Man of LaMancha ■ 



A balletorio is an oratorio with ballet. Only one work 
can be classified as a balletorio, and that one work is A 
Liglit for the Darkness, which made its Chicago Premiere 
at the Auditorium Theatre on April 7, 1973. Produced by 
the IBC music department and not included in the 
Productions line-up of shows, A Light for the Darkness 
was composed and conducted by Fr. Alban as a benefit 
performance for the college. 29 professional dancers from 
the Loretto Rozak dancers and 17 members of the WON 
Showcase Orchestra Performed along with the IBC 
Symphonv Orchestra and Chorus. Senior music major 
Michelle Hayes was the only student soloist for the per- 
formance. 

Rounding out the season was Man of LaMancha, the 
musical based loosely on Don Quixote by Miguel de Cer- 
vantes. Never before performed in the Western suburbs 
by a college-community theatre, LaManclm offered many 
interesting challenges to the production staff, including a 
dungeon setting with no curtain, a st\'lized rape scene 
and the necessity of double-casting roles. Students cast 
were John Seno, Jim Kucharski and Fran Jansta. Manv 
Productions critics on and off campus hailed LaMancha 
as the best production in IBC's history. 

Looking ahead to next vear. Productions will open the 
Studio and be the first non -commercial theater to operate 
two theatre houses simultaneously. Mr. Barnhart has also 
hired a new technical director, Michael Clark of 
Manhattan, Kansas, to take over the post vacated by Mr. 
Kraai. Productions will offer nine shows to its audience 
next season, a total unapproached by any other college- 
communitv theatre in the area. 



103 



Reader's Theatre 



Reader's Theatre has rapidly become the nitrogen of 
IBC's cultural atmosphere. Each new production is 
guaranteed massive crowds, thanks to "the high caliber 
performances which have become a tradition. 

Three presentations were made by Reader's Theatre in 
the 1972-3 season. The first was A Spoon River Antholo- 
gy, a dramatic adaptation of Edgar Lee Master's long 
poem. It was presented in the standard Reader's Theatre 
format as directed by Jim Clark (Act One) and Jean 
Smith (Act Two). In Spoon River, the characters speak 
from a cemetery in a small midwestern town. Their post- 
humous observations on their former lives gave interest- 
ing insights — sometimes funny, sometimes sad, mostly 
valid — into the human condition. 

The ne.vt Reader's Theatre offering was a creatively 
structured adaptation of St. Exupery's novel. The Little 
Prince. Jean Smith introduced to delighted IBC audi- 
ences the techniques of chamber theatre and legitimate 
theatre in conjunction with the ususal Reader's Theatre 
in this modest tale of love. The prince leaves his planet 
and comes to earth where he and the pilot grow to learn 
(with the help of a wise fox) what is really important. 

The Tabard seemed to be the best stage for these two 
plays. But in the third presentation, director John Smith 
chose the more formal Social Center for his environment. 
The Seven Ages of Man was the title, a patois of readings 
expounding upon an introductory thematic speech fi-om 
Shakespeare's As You Like It. John Smith collected mate- 
rial from such diverse sources as Dylan Thomas, Thorton 
Wilder, and Mike Royko. There was no action: Mr. Smith 
relied on his cast to develop vocally the readers, touching 
on each of the seven ages, from the infant to the senile 
man. 

So this year was one of innovation in Reader's Theatre. 
New forms and new locales confidently emerged and 
were well-received. Surely there was, as they say, some- 
thing for everyone. 




from Spoon River Anthology 




from Spoon River Anthology 



104 




from Spoon River Anthology 





from The Little Prince 



from Tfie Little Prince 



105 




WIBC station manager Ron Kubacki 



WIBC, IBC's first campus radio station, made its first 
broadcast on November 13, 1972. Long promised by SG's 
Radio Club, the current -carrier AM station was formed 
under the leadership of Ron Kubacki with the guidance 
of faculty adviser Jeff Madura. Initial problems were 
modifying the existing transmitter to reach the whole 
campus, selecting a suitable location for the studios, and 
obtaining adequate broadcast equipment (turntables, 
tape decks, mikes, record albums, etc.). 

Since the Radio Club had left no existing structure, 
Kubacki decided to disband it totally and form the sta- 
tion WIBC in its place. Student government had not 
allocated a budget to the Radio Club for the 72-73 school 
year, but $82 still had been unspent from the previous 
year's funds. WIBC inherited this, along with a schematic 
diagram for a transmitter which physics major Kubacki 
had deemed insufficient to "reach the next room " much 
less the whole campus. A better design was obtained and 
Ed Keating (then the other physics major) began its as- 
sembly. 

After repeated attempts at securing a large room in 
Benedictine Hall (the Ad Building) to serve as a studio, 
Kubacki was forced to settle for the Radio Club's small 
meeting room on the first floor of Procopius Hall (the old 
Science Building). The contents of that room were several 
score 7 foot 2x4's, one box of nails, one desk, and a metal 
cabinet housing the skeleton of an old Army surplus AM 
transmitter. Combining the first two items, Kubacki, 
aided by Fran Jansta and Bob Keating, began to build 
WIBC's first broadcast studio. 

$82 doesn't go very far nowadays, so the radio station 
soon ran out of money. WIBC needed a promotional 
director and found one in Vince Adams who helped raise 



$150 in ads from local businesses before he vacated the 
post to seek bigger and better things. The money was 
used to complete the studio and to purchase the needed 
broadcast equipment. 

Soon after completing the studio, announcer auditions 
were held to fill the planned 18)2 hour per day, six day per 
week broadcast schedule. About twenty students were 
selected from the over thirty who tried out. The initial 
idea was to have each announcer do a two-hour show 
three days a week. Soon, more announcers were added 
when some shows were cut to an hour and new an- 
nouncers given air time. The WIBC power structure at 
this time was: 

Ron Kubacki — Station Manager 

Fran Jansta — Assistant Station Manager & Public 

Relations Director 

Ed & Bob Keating — Technical Directors 

Fran Donovan — Program Director 

George Sessa — Head Announcer 
The latter two soon found their academic schedules pro- 
hibitive to work on the station and resigned their posts. 

Most administrative problems being solved, it was only 
natural that WIBC should suffer technical problems. The 
station's signal could not reach across campus; in fact, it 
could hardly be picked up outside the old Science Build- 
ing. Several subsequent attempts to increase power also 
fell short of the desired goal. By first term's end, the fu- 
ture of WIBC was in question and it became fashionable 
to refer to the station as the big campus joke. 

It was time for a powerful and drastic action, some- 
thing which can be quite lacking on the IBC campus. The 
Student Affairs Dean, Mr. Weinlader, helped by putting 
WIBC on next year's budget as a separate entity, much 
like the Eagle and the Flux. He would be able to secure 
at least $1000, subject to the Trustee's approval. SG 
helped the station's more immediate cash needs by 
granting $.500 from its existing unused funds. 

Meanwhile, the student announcers were gaining valu- 
able radio experience, the results of which would 
hopefully mean better listening for the IBC students in 
future years, once the transmitter problems are cleared 
up. Before the first semester was completed, WIBC had 
obtained another room, adjacent to the studio, to be used 
for its offices. The studio itself was expanded also, with 
the broadcast area including two fully carpeted and 
somewhat accoustical studios and connecting hallway. 

By year's end, a new staff had been appointed to run 
WIBC during the 73-74 school year. Plans were being 
made to purchase a professionally-built current-carrier 
transmitter and to obtain promotional recordings from 
large music distributors free of charge. The possibility of 
going low-power educatinal FM was also mentioned. But 
the biggest obstacle in WIBC's path was to overcome the 
doubt of the student body that the station could amount 
to something more than a campus flop and give the 
students what they really want in the way of entertain- 
ment. Hopefully, the student body will not be disap- 
pointed. 



106 




107 




FLUX 



The 1972-73 school year brought numerous changes in 
the Flux, the student newspaper. Under the leadership of 
senior Jim Kauling, the old paper was given a badly 
needed face-lift. The staff was expanded from the faithful 
few of previous years to approximately thirty students, 
thanks to vigorous recruiting by staff members. 

By mid-year, renovation of the format was completed. 
Straight objec-tive reporting was replaced by a more sub- 
jective style of writing. "We tried to add more human in- 
terest to the articles; more about the students them- 
selves," associate editor Nancy Valentias explained. 

The "new look" of the paper was met with a wide range 
of opinions. Most upperclassmen felt that the quality of 
the paper had improved greatly over the last years, and 
many were for the first time reading more than just the 
sports page. 

There was also some criticism of the format. "The em- 
phasis is on past events — reviews of plays and movies — 
which is good, but that's not the only function of the 
paper," commented senior Joan Carberry. Other students 
agreed that there should be more coverage of coming 
events. One senior put it this way, "The news is late, old, 
or not pertaining to campus life." 

There was no doubt the the Flux aroused discussion on 
campus. Editorials on the role of Student Government led 
to better understanding of the workings of that organiza- 
tion. Other articles critical of the traditional freshman 
"beanie week" helped to place that piece of college life in 
the annals of an earlier time at Procopius. "I would say 
the paper is improving all the time," said sophomore Bill 
Smith. Most students seem to agree. 



108 





FLUX STAFF: Standing A. Dikty, G, Maryniak, M. Cercio, T. Courtney, R. Crilly, N. Valentinas Seated at desk J. Kauling (editor) Stooping J. 
McDonough, P. Fitzgerald, V. Howell, B. Knowski 



109 




EAGLE STAFF: Standing G. Victorine, W, Harnett, J. Jubala (co- 
editor) Sitting G. Lazich, P. Fitzgerald, C. Pilarski, N. Glaus (co- 
editor), J. Slajchert 





110 



Dear Student, 

You may wonder why I chose this method to reveal myself to you. I can only say 
that this is the best way I may safeguard my identity. 

All of your fellow students have received letters just like this one. My demands 
are of the entire school. What I need is the use of all the laboratory space on the 
campus for one year, in order to perfect my final weapon. Of its nature you will 
know nothing, and no one will interfere with my work. 

You may wonder what I have to back up these demands. What threat to this school 
do I wield? Have I managed to close all the liquor stores in the area? No, I have 
not. Have I kidnapped the coaches? Not that, either. Have I tampered with the 
typewriters, booby-trapped the bassoons, messed with the motorcycles, fixed the fur- 
naces, doped the dope, poisoned the peppers, sneezed in the ice cream, or given 
Mr. Fieldstack a parking ticket? No, nothing so discreet or simple. 

You see, I have perfected a technique for capturing people's memories and storing 
them on sheets of paper between embossed covers. I call this devilish device a 
"yearbook", and I warn you that even as you read this, your memories are already 
UNDER MY CONTROL!!! And if you do not cooperate with me, I will see to it that every 
one of these yearbooks is BURNED, and all your memories along with it! And, what 
is worse, I'll put back all the BAD THINGS in their place. You won't be able to laugh 
about getting caught with a girl in your room — you'll WORRY for the rest of your 
life whether that knock at the door is the R.A.! And you won't be able to chuckle 
about the boring classes you had to take — I'll make you SIT THROUGH EACH of them 
for the rest of your life! And you won't be able to snicker about the time you got 
sick on Bali Hai and Stroh's — but I don't need to go through all the gruesome details, 
since you've got the idea by now. 

So, students, you must give me what I want or face the awful consequences. My 
instructions will be given to you ONE WEEK FROM TODAY, through campus mail. 

As ever, 
DR. WEIRD 



111 




Pollution hits 
Snake River — 
Systems Analysis 
hits IBC 



Well, I'm back. There's some o' you who might not remember me, so by 
way o' introduction, I'm Caleb Shucks. I was here before. I did some 
reportin' fer that crazy magazine that nobody liked. You might o' 
remembered I was an Oceanography major back at the University of 
Hell's Canyon. Well, now since the Snake River's half polluted, that sorta 
naturally led me inta garbage. I tried workin' in New York fer a while, but 
I kept gettin' towed out ta sea. So I figgered the only logical choice was ta 
comelaackta IBC. 

Well, I'm back. They gave up on that goofy magazine, an' got a year- 
book instead. It's a good ol' fashioned yearbook, an' I'm writin' fer it as a 
good ol' fashioned garbageman. The editors told me they needed a real 
"inside view " o' this school, an' a "flow chart o' systems operation." Well, 
since I figger that the only thing that flows around here is garbage, I orter 
write bout that. Ya know, every piece o' trash tells a story, an' I got plenty 
o' stories to tell "bout IBC. 

My office (see picture 1) ain't like most o' the offices around this place. 
Sure, they all got a chair an' a wastebasket, but most of 'em got a desk as a 
stoppin' point in between. Kinda like breakin' eggs into a cup before ya 
put 'em in the pan, so's to make sure they ain't rotten. Anyway, the feller 
in picture 2 is the secretary they gave me. He used ta work fer Hallmark 
Cards fer a couple o' years, till they found out he couldn't read nor write. 
But that don't bother me, 'cause I just let' 'im ride 'round the campus on 'is 
little vacuum cleaner. Now me, I got wheels. Four on the floor an' get a 
load o' that upholstery! (picture 3). Boy, when my secretary got a look at 
that piece o' machinery, he got so jealous that he set right down an' 
designed his own "Automatic Trash Recycler. " Ya can see it in picture 4. 
He tells me that the best part's behind the wall, an' 111 take his word fer it. 
It must be good, 'cause they've got 'em all over the campus. 



112 






4. 



113 



But gittin' back to that there "flow chart," I guess I'd better tell ya 'bout 
my route an' all that stuff. Your average piece o' garbage (see picture 5) 
starts out in what we in the trade call a trashcan. Maybe someone didn't 
like what it said, or they just didn't understand it, so they tossed it out. 
But whatever it was, once it's in that can it's just garbage ta me. Most 
trashcans look just about the same, though 'round here some of 'em have 
the hole on the side 'stead o' on the top (picture 6). My secretary tells me 
he's workin' on one with a hole in the bottom. Now who woulda thought o' 
that? 

So anyways, I take all these trashcans an' dump 'em in my vehicle an' 
scoot down the hall to the trash depot out back (picture 7). That's right 
outside Mr. Englert's office, in case yer wonderin' where ta find it. I leave 
my bags o' trash there until the pickup truck comes. Sounds like a song, 
doesn't it? Like somethin' my mother taught me. Ya know, she was a good 
women, my mother was. Ah, but that's neither here nor there, as they say. 
Well, actually, she's there an' I'm here, so let's get back to my garbage. 
We'll follow the pickup truck (picture 8) as it carries oui* trash down to the 
hopper. I can't fer the life o' me figger out why they call it the hopper, 
cause I ain't yet seen it hop. I bet it'd make a real mess iif it did, too. 
That's cause they put all the garbage from the school inta the thing (see 
picture 9), an' lemme tell ya', that's a heap o' garbage. 






1 l'( tr liiid (lood lifi'd 



loiiih'^ 




W^ 




5. 6. 



114 






115 




Now don t ask me where all this garbage goes when the truck hauls it 
awa\', but I suspect they just take that hopper an' dump it in the slough. 
Mv secretar\' told me there's a hole at the bottom o' the slough an' thev 
have ta keep dumpin' garbage in so's the water wont run out. Kinda 
reminds me o' ol' Hell's Canyon. 

Well now, I've told va the path of a tvpical piece o' IBC garbage, so let's 
go in depth an look at some o" the high points o' the IBC tra.sh system. 
Well, first there's this place up on third floor that they call the IFM, an' 
ever since the police took it over last vear, its been a regular beehive o' 
garbage. Ya see, there's some state law that savs va have ta make twice as 
manv copies o' evervthin' as ya need. They waste a lotta paper that way, 
but I guess the\' get their money's worth outta the Xerox machine. An' 
that's not all. Those guys got a sody pop machine up there, just like in a 
fillin' station, an' that machine really turns out some serious trash (see pic- 
ture 10). There's cans an' poptops an' plastic rings an' cardboard boxes an' 
spilt pop an' cigar butts an' busted toy guns an' pretend fingerprints an' 
pla\' traffic tickets an' beer cans an' pretzel boxes an' uniforms an' patrol 
cars an', oh, I don't know what else. 

Elsewhere around the campus, there's some might v strange trash comes 
out o' the ol' science buildin'. Ya cim see bv picture 11 that mv secretary's 
been at work out in back. He tells me he's installed some sunken garbage 
cans out there ta keep the animals an' football plavers an' psychology 
majors awaw In the picture va can see a couple of artifacts, as I call 'em. 
The Max-Pax is courtesy o' Bill Sobol, an' the beer can is courtesy o' the 
FAC. 

Inside the buildin' it's the same ol' thing. Why even the yearbook (see 
pic-ture 12) itself sports a handsome collection o' beer cans. The main dif- 
ference is that there alwa\s seems to be a boot nearby. Guess that's why 
they work so efficiently. 

The last stop on our misguided campus tour is what my secretary calls 
his greatest achievement (see picture 13). He calls it the Strat-O-Trash. It 
works something' like a big cannon, an' the idea is ta shoot the garbage 
inta orbit. M\' secretar\' asked me ta thank the math department fer lettin' 
him use the computer ta design it. It's not workin' \et though, cause they 
haxen't figgered a way o' puttin' a muffler on it, and they're afraid it might 
wake up the theology classes. 

Well, that's about it. I've gotta get back ta my garbage, so 1 can't write 
any more. I hope my spellin' wa.sn't too bad, an' I'll see ya round the ol' 
hopper. I still can't figger that out' though . . . 





11. 



12. 



116 





I; 




13. 



117 



Freshmen 



Sitting M. Wirtz, J. Wilson, C. 
Grob. Standing B. Smialek, T. 
Ragusa, M. Maenza. 



Sitting M. Lee, B. Grant, M. 
Angelos, J. Paryl. Standing K. 
Loiselle, F. Toenniges, S. Sinnott, 
R.-D. Karpf. 





H8 
















Sittiuo J. Kenney, R. Rviin, T. McQuaid. 



Sitting M. Clifford, J. Jackson, D. Baum. Standing T. Killacky, M. 

Jaworski. 



Sitting M. McCarthy, M. Callahan, J. Burns, A. Fialkowski. 
Standing M. Driscoll, M. Dean, M. Boyle, J. Svoboda. 





119 



Freshmen 



Sitting L. Garetto, B. Zentz, M. 
Wirtz. Standing J. Kane, G. Rich- 
ards, ], Riccio, J. Jundt. 






Sitting J. Zapfel, M. Flynn, A. Dikty. 
Standino G. Zabinski, B. Gavnor. 



Sitting B. Fiedler, M. Sponsler, T. 
Modesitt. Standing D. Fischer, J. Wes- 
teril. 



120 




Siting D. Nickels, S. Butzen, C. Leuerenz, D. 
Butzen. Standing E. Adams, L. Bazen, L. 
Kovval . 




Sitting J. Alviti, D. Swanson, B. Leonetti. Standing B. Stankus, B. Gomolka. 



121 



Freshmen 




SiHiiig K. Stept'ik, M. Chandler. Standing T. Langs, P. Kennedy. 

Sitting V. O'Ryan, R. Poprawski. Standing C. 
Vogl, M. Morrissey, D. Mueller. 

Sitting M. O'Donnell, M. Veniich, B. 
Nowaczvk, M. Kykga. Standing S. Ferraro, 
A.M. Kalek, D. Rihi, B. Kovvalski. 





122 




Sittinp B. Tozzi, R. Wroble, E. Stephens, K. Shields. 
Standing M. Guest, S. ShefFner, B. Schellinger. 



Sitting P. Pignatiello, D. Lambert, B. Gress, J. Kennedy- 
Standing ]. Arrive, R. Pripusich, L. Mattori. 




123 



Freshmen 






Sitting J. Anderson, S. Telford, A. 
Kerpe. Standing F. Langone, R. Jus- 
zynski. 



Sitting K. Banas, T. Whatson, M.B. 
Kypscne. Standing C. Farnham, L. 
Kaderabek, M.K. Manthuy. 



Sitting ]. Fuller, V. Wallace. Standing H. Kedziorski, 
M. Thompson. 




124 




Sitting K. Kristoff, M. Hanley, R. Janowiak, T. 
Ealdns. Standing J. Conrath, M. Venhaus, T. 
O'Rourke. 



Sitting K. Reid, D. DuFour, B. Golembiewski, 
D. Ernst. Standing J. O'Neill, J, Sullivan, J. 
Johnson, N. Kula. 




125 



Freshmen 




Sittmg R. Rosser, B. Yarmoska, D. Reid. Standing L. 
Wasiuldewicz, R. Lulek. 




«k 



Sitting F. Zelezinski, M. Connell, A. Schreuben. Standing 
J. Lane, D. Mazzuca, J. Wilson. 



126 




Sitting J. Jenkins, S. Christy, K. Relphorde. Standing M. Walsh, 
M. Hall, L. Brenner. 




Sitting T. Norgel, D. Basener, R. DiPasquo. Standing T. Varner, M. 
Bergeron, D. Debaks. 



127 



Sophomores 



Sitting A. Behrmann, B. Nunn, S. 
Kuhn. Standing D. Kennedy, E. 
Blazek. 




Sitting D. Nanak, M. Krzus, J. 
Hoffelt. Standing P. Skupien, C. 
Gever. 







128 




Sitting M. Moore, L. Lester, D. Bromberek. Standing B. Ryan, J. Hardy, R. Purnell. 



Sitting J. Garrity, B. Filipiak. Standing P. Renella, J. Stark. 





Sitting C. Klein. Standing L. Mooney, D. Hayes. 



129 



Sophomores 




Sitting B. Gaughan, M. Pacelli, E. Picard. 
Standing ]. Vaci, J. Laurencig, D. Varner. 





Sitting D. Koller, G. Ricca, R. Fraser. 
Standing J. Kerwin, P. Brankin. 



Sitting F. Chervawek, J. Weber, standing 
T. Lorenz, D. Dytrych. 



130 




Sitting C. Segler, G. Bono. Standing J. Los, G. Latto. 





Sitting M. Savage, B. Malecld. 
Standing N. Valentinas, B. Cihak. 



Sitting L. Dwiel, B. Smith, S. Lorenz, D. Martin. Standing N. Hennessy, D. Schwierjohn, J. Lopata. 



131 



Sophomores 



Sitting M. Gallagher, T. McGuire, J. 
Fumgalli. Standing B. Corley, J. 
North. 






^My. 





Sitting M.A. Marowcelli, S. Misek. Standing R. 
Scifo, N. Peterson. 



Sitting B. Swedler, T. Walsh. Standing 
B. Piet, L. Nichols. 



132 





Sitting S. Centinario, D. Burnell, Standing D. 
Lin, J. Clemens. 



Sitting M. Novak, T. Baxter. Standing P. Bergin, D. Krogull 




Sitting R. Spihlman, R. Podgorny, D. Long. 
Standing D. Bogdanske, D. Barbick. J. 
Laird. 



133 



Sophomores 




Sitting K. Carruthers, ]. Hoffmann, D. Whi- 
taker. Standing P. Cetera, J. Sikora, J. Jnstic. 




S!«i(ig C. Segler, C. Hatchett, B. Bartkus. 
Standina M. Riedman, S. Bibbs, R. Holm. 



134 




Sitting C. Zvirblis, A, Anderson, M. Kelly. Standiiifj^ D. Krupka, G. Lazich. 
G. Riley. 



SitlinE G. Birch. Standinir R. Stablein, S. Sevier. 



Sitting M. Gugerty, E. Kelly, M. Solon. Standing 
M. Stiglianese, J. Langhauser, V. Rafferty. 





135 



Juniors 



Sitting S. Kroll, C. Riedl, T. Moore. Stonrf/ng R. 
Drozd, C. Dvojak, T. Reveles, A. Norton. 



Sitting, L. Strauf, M. Vara. Standing M. Neis, B. Denk. 





Sitting J. Carberry, P. Wnek. Standing G. 
Zeif'ert 




136 




Sitting J. White, J. Schuetz, P. Sullivan, K. Kriebs. Standing C. Pouk, M. Casaletto, C. Antonini. 




Sifting G. Yarmoska, P. Kellner, D. McCarthy. Standing M. Kiley, E. Brown, P. Lovetere. 



137 



Juniors 



Si»i/if; ]. Chandler, B. Balance. 
Standing J. Jarniul, T. Courtney. 




Sitting G. Klinger, M. Jones. Standing 
E. Indiirante, M. Holthaus, C. Basic. 




138 




Sitting M, Rogowski, B. Bruton, C. McDonough, J. 
McGrath, J. McQuaid, T. Wirtz. Standing G. Chamraz, D. 
Augustine, J. Moran, L. Bufano. 





Sitting J. Pripusich, J. Meyer, F. Tuck. Standing 
M. Feery, R. Batlinei . 



Sitting C. Phillips, M. Fitzgerald. Standing D. 
Peifer, M. Bohan. 



139 



Juniors 



Sitting R. DiVirgilio, M. 
Blais. Standing T. 
Johnson, R. Crilly. 




i 



Sitting B. Goodwin, J. LeBeda, C. 
Kostrzynski. Standing K. Foreman, G. 
Labiiz, M. Young. 




140 











F/rsf Rou) J. Jubala, P. Fitzgerald, J. McDonough. Second Row 
G. Victorine, Y. Mandes, W. Harnett, G. Hilmes. Third Row R. 
Ingrisano, N. Glaus, M. Fitzsimmons, L. Seno. 



Sitting M. Richards, C. Consola. Standing K. 
Turner, B. Williams. 




141 



SENIORS 




Vincent Adams 
Psychology 



Christine Anderson 
Sociology 






Christopher Ast 
Psychology 



William Bacarella 
Sociology 



Joseph Backis 
Biology 



John Baj 
Political Science 






Ray Barkus Jr. 
Biology 



Jean Baudendistel 
Biochemistry 



William Birch 
Biochemistry 



Roger Blank 
Biology 



142 




Theresa Brennan 
Music Education 



Michael Brown 

Mathematics 

Economics 



Paul Brusky 
Biochemistry 




Steven Bufano 
Psychology 





1 


^^^^^ ^^^ ' 




11^'"^'* 




•-^''"'"^Hp^" 




>; 


1 


1' 


L. 





Denise Burns 
Elementary Education 



Joan Carberry 
Social Science 



Joyce Carey 
English 



Maureen Carney 
Elementary Education 





William Carroll 
Political Science 



Mary Cerceo 
English 



Thomas Christiansen 
History 



Valerie Clawson 
Philosophy 



143 




Kathleen Consola 
History 



Martin Cosentino 
Psychology 



Peter D'Aloia 
Psychology 



Bernard Danber 
Political Science 




Arthur DiVito 
Mathematics 



Richard Dubnick 

Mathematics 

Economics 



Marianne Edmunds 
Political Science 



Kenneth Feltz 
Mathematics 






James Foreman 


Rosemary Fuchs 


Patricia Gaida 


Janet Genatempo 


Biology 


Elementary Education 


History 
Elementary Education 


English 



144 




Michael Gerhardstein 
Psychology 



Steven Grohsmeyer 

Mathematics 

Physics 



Kathleen Hartwig 
English 



Michael Hayes 
Biochemistry 




i 


^k 


4 


|P 


if 


•^ ""%^ 
> 


1/ 


^ i 




Michele Hayes 
Music Education 



Genevieve Hennessy 
English 



Thomas Herrmann 
Biochemistry 



Virginia Holwell 
English 






Sharon Hulina 
Elementary Education 



Francis Jansta 
Mathematics 



Robert Karl 
Psychology 



Michael Kirchner 
Biology 



145 




Mary Klein 
Elementary Education 



Bernard Knowski 
Sociology 



Joseph Kowalsld 
History 



Thomas Kozel 
Biochemistry 





\ 



Ronald Kiibacki 
Physics 



Lois Kukielski 
Elementary Education 



John Liedtke 
Mathematics 



Edward Long 
Business Economics 




Robert Lorentz 
Business Economics 



Curtis Lorenz 
Biology 



James Los 
Biology 



Wayne Lustyk 
Psychology 



146 




Edmund Madaj 
Biochemistry 



Christine Markiewiz 
Music Education 



Robert Marshal k 
Mathematics 



Eileen McCann 
Sociology 




Gerald McDonald 
Political Science 



Michael McDonnell 
Political Science 



Patricia McElligott 
Chemistry 



Marie McNamara 
Mathematics 





'Uttlti 




ichard Michniewicz 


Barry Moser 


Kenneth Namjestnik 


Michael Neis 


Sociology 


Mathematics 


Mathematics 
Business Economics 


English 



147 






Charlene Novvak 
Psychology 



Ronald Paryl 
Music Education 



Susan Pauls 
Sociology 



Arlene Pawlikowski 
Mathematics 




John Pctrie 
Biology 



John Petro 
Biology 



Lucinda Pilarski 
English 



Joseph Plese 
Economics 





inda Polach 
English 


Gale Dreas 
Sociology 


John Reher 

Mathematics 

Business Economics 


Alton Rodino 
Political Science 



148 




Mary Russell 
Biology 



John Ryan 
Sociology 



Michael Samkovich 
Mathematics 



James Santo 
History 




Charles Schiller Jr. 
History 



Norman Schmitt 
History 



Jerome Sebestyen 
Political Science 




Marilyn Seul 
Mathematics 







George Sessa 
Elementary Education 



Philip Sheets 
Philosophy 




Paul Sima 
Biochemistry 



Anthony Skrobul 
Chemistry 



149 






Gary Sladek 
Biochemistrv 



Joanne Slajchert 
Mathematics 



Thomas Smoucha 
Mathematics 



Gerald Spatz 
Philosophy 






Arlene Specht 
Education 



Joann Statum 
Psychology 



Ronald Stoch 
Political Science 



Melodic Taloga 
English 




Thomas Thilmany 
Biology 



Geoffrey Tillotson 
English 



Janet Toth 
Sociology 



Susan Traut 
Business Economics 



150 





Paula Venckus 
Mathematics 



Mark Vesely 
Mathematics 



Mark Walsh 
Social Science 



Michael Ward 
Political Science 




Charles Weber 
Political Science 



Beth Weimer 
English 



John Williams 

Mathematics 



Paul Wolfe 
Mathematics 






J 



Thomas Wright 
Mathematics 



Michael Yerkes 
Biology 



Deborah Zajac 
History 



Jerome Ziemann 
Sociolog)' 



151 



1 




1 


J 


tk^>^N^^B 


1 


'''^'-^^^^^^^E^^l 










s. 


W'v-'i'.i^H 




f. 


^l^'^^H 


V - ^1 


* 


SM 




1 


Scf'tn^Q^^H 


Lm^ 


Li 




Mary Baker 
Elementary Education 



Jack Beary 
Political Science 



James Beckwith 
History 



Marita Cavich 
Elementary Education 




George Culler 
Sociology 



Cynthia Dobrzycki 
Elementary Education 



Jack Donaghy 
Biology 



Catherine Donovan 
Biology 




Martin Essig 
Business Economics 



Roy Gall 
Chemistry 



Titus Garnett 
Psychology 



Edith Gear 
Elementary Education 



152 




Daniel Huber 
Political Science 



Donald Huber 
Social Science 



Kenneth Jakalski 
English 



Carl Janssens 
Mathematics 




Mary Ellen Jarmul 
Elementary Education 



James Kauling 
Mathematics 



Edward Keating 
Physics 



Rita Klauer 
Elementary Education 




Michael Lee 
History 



Jerry McMahan 
Political Science 



Thomas Murphy 
Political Science 



Gordon Rondeau 
Political Science 



153 





John Seno 
Political Science 



Joseph Stec 
Political Science 



Thomas Wirtz 
Social Science 



Rikki Williams 
Elementary Education 



154 




155 






156 





157 



Adams, E. 121 

Adams, V. 142 

.\llen, T. 100 

Ah-itl, D. 121 

Alvarez, Luz Mane 32 

.\nderson, A. 97, 135 

■Anderson, C. 142 

Anderson, J. 124 

.\ngelos, M. 1 18 

Antonini, C. 137 

Arrive, J. 123 

Ast, C. 137 

.■\ugustine, D. 69, 139 

Bacarella, \V. 142 

Backis, J. 142 

Bailey, J. 69 

Baj, J. 142 

Baker, M. 97, 152 

Balance, B, 138 

Banas, K. 124 

Banaszak, Stanley 18 

Barbick, D. 95, 133 

Barkus, R. 142 

Barnhart, J.C. 24 

Baron, K. 100 

Bartkus, \V. 134 

Basic, C. 138 

Batliner, R. 139 

Basener, D. 127 

Baudendistel, J. 142 

Bazen, L. 121 

Baum, D. 1 19 

Baxter, T. 133 

Bean, Philip 26, 83, 152 

Beck, Thomas 37, 66, 69 

Beckwith, J. 152 

Behrmann, A. 128 

Bergeron, M. 127 

Bergin, P. 133 

Bibbs, S. 89, 134 

Biesiada, S. 69 

Birch, C. 75, 95, 97, 135 

Birch, VV. 142 

Blais, M..140 

Blank, R. 93, 142 

Blazek, E. 128 

Block, L. 69 

Bogdanov, Aleska 47, 95, 133 

Bohan, M. 97, 139 

Bonamer, M. 100 

Bono, G. 95, 131 

Bontemps, M. 69 

Bouche, R. 95 

Bowe, Joseph 53 

Boyle, M. 119 

Brankin,P. 130 

Brennan, T. 143 

Brenner, L. 127 

Bromberek, D. 129 

Brown, D. 137 

Brown, M. 143 

Bruton,R.69, 139 

Bufano,S.97, 143 

Burnell, D. 133 

Burnowski, J. 69 

Burns, D. 143 

Burns, J. 119 

Buss, Duane 53 

Butler, Charles 39 

Butzen, D. 121 

Butzen, S. 121 

Byrne, John 28 

Calahan. M. 1 19 

Carberry, J. 100 

Carberry, J. 136, 143 

Carey, J. 143 

Carney, Rose 49 

Carney. M. 143 

Carroll, B. 69 



Carroll, E. 54 

Carroll, W. 143 

Carruthers, K. 66, 68, 69, 134 

Cavich, Gene 36, 69, 70 

Cavich, M. 152 

Centinario, S. 133 

Ceplecha, Rev. Christian 26 

Cerceo, M. 109, 143 

Cetera, P. 95, 134 

Champlin, David -33 

Chamraz, G. 69, 139 

Chandler, M. 122 

Chandler, J. 138 

Chang, Fr, Joseph 20 

Chervenak, F. 74, 130 

Choca, James 44 

Christiansen, T. 143 

Christy, S. 89, 127 

Cihak, B. 131 

Qark, EUeen 49 

Qark, James 28 

Qaus, X. 110, 141 

Qawson, V. 143 

Qemens, J. 133 

Qifford, M. 119 

Cohen, John 28 

Coleman, Bruce 71 

Coleman, Rosemary 29 

Condron, T. 69 

Connell, M. 126 

Consola, C. 97, 141 

Consola, K. 144 

Conle, R. 69 

Convery, S. 89 

Corley. W. 69, 132 

Consentino, M. 144 

Courtney, T. 109, 138 

Craft, J. 71 

Crilly, R. 109, 140 

Culler, G. 152 

Czerak, Gerald 21 

Daloia, P. 144 

Danber. B. 144 

Davis. K. 65. 68, 69 

Dean, M. 119 

Debaks, D. 127 

DeBoo, M. 70 

DelSasso, S. 89 

Denk. B. 136 

DiVirgililio, R. 73, 74, 75, 140 

Dikty, A. 109, 120 

DiVito, A. 144 

Dobrzycki. C. 152 

Doffin, D. 69 

Donaghy. J. 152 

Donovan, C. 87, 152 

Doyle, M. 69 

Dreas, G. 148 

Driscoll, M. 119 

Drozd, R. 136 

Dubnick, R. 92, 144 

DuFour. D. 125 

Dvojack.C. 92, 136 

Ehviel, L. 95, 97, 131 

Dyba, Thomas 18 

Dytrych, D. 130 

Eakins, T. 125 

Edmunds, M. 144 

Ekins, C. 97 

Ernst, D. 125 

Essig. M. 69. 152 

Fauser. Patricia 22 

Farnham, C. 124 

Feery, M. 139 

Feltz, K. 144 

Ferrangs 122 

Fielder, B. 120 

Fialkowski, A. 97, 119, 129 

Fischer, D. 120 



Fitzgerald, M. 89, 139 

Fitzgerald, P. 101, 109, 110, 141 

Fitzsimmons. M. 141 

Flynn. M. 120 

Foreman. K. 140 

Foreman. J. 144 

Fox. S. 87 

Franiak, W. 100 

Fraser, R. 130 

Fuchs, R. 144 

Fuller, J. 124 

Fumagalli, J. 132 

Gaida, Pa. 144 

Gall, R. 152 

Gallagher, M. 65. 69, 132 

Garnett, T. 65, 68, 69, 87, 152 

Garetto, L. 120 

Garrity. J. 73. 74. 129 

Gaughan. B. 69. 95, 130 

Gaynor, R. 71, 120 

Gear, E. 152 

Genatempo, J. 144 

Gentile. D. 69 

Gerhardstein. M. 145 

Geyer, C. 128 

Glos, Bernard 44 

Golembiewski, B. 125 

Gomolka. B. 121 

Goodwin, B. 97, 140 

Gormley, M. 73. 74 

Green, G. 7 1 

Grant, B. 118 

Green, Philip 45 

Gress, B. 120 

Grgurich, T. 74 

Crohsmiyer, S. 145 

Gross, E. 91 

Grossberg, Richard 47 

Guest, M. 123 

Gugerty, M. 95, 135 

Grob, C. 1 18 

Haller. M. 127 

Hampton. R. 87 

Hanley. M. 125 

Hardy, J. 129 

Harnett, W. 110. 141 

Hartwig, K. 145 

Hatchett, C. 134 

Hatorri, M. 100 

Hayes. D. 129 

Hayes. M. 145 

Hayes, M. 145 

Hazdra, James 5 1 

Heinz, M. 70 

Helm, R. 134 

Hennessy, G. 145 

Hennessy, N. 95, 131 

Herrmann, T. 145 

Hilker, D. 69 

Hilmes, G. 141 

Hodoval, Fred 20 

HofTelt, J. 128 

Hoffman, J. 69, 134 

Holm, R. 100 

Holthaus, M. 138 

Holwell, V. 109, 145 

Horstmann, N. 83 

Hrebic. Rev. Alban 31 

Huber. D. 70, 153 

Huber, D. 69, 153 

Hulina, S. 146 

lahni. Edward 42 

Indurante, E. 138 

Ingrisano, R. 101. 141 

Jackson, J. 119 

Jackovich, M. 69 

Jakalski, K. 153 

Jana, James 34 

Janis, Tim .51 



Janssens, C. 69, 153 
Janowiak, R. 125 
Jansta, F. 146 
Jarmul. J. 138 
Jarmul, M. 153 
Javors, J. 100 
Jaworski, M. 90. 119 
Jendins, J. 127 
Johnson, J. 97, 125 
Johnson, T. 140 
Jones, M. 138 
Jordan, M. 100 
Jubala, J. 110, 140 
Jundt, J. 120 
Justic, J. 95, 134 
Juszynski, R. 124 
Kaderabek, L. 124 
Kalek. A. 122 
Kagel. Chester 43 
Kalcik, Rev. Dismas 40 
Kamin, Larry 46 
Kane, J. 120 
Karl, R. 146 
Karpf, D. 1 18 
Kauling, J. 109, 153 
Keating, E. 153 
Kedziorski, H. 124 
Kellner. P. 137 
Kelly. E. 95. 135 
Kelly. M. 135 
Kennedy, T. 123 
Kennedy, P. 122 
Kennedy, D. 128 
Kenny. J. 69. 119 
Kenny. E. 91 
Kerpe. A. 71, 124 
Kerwin, J. 95, 130 
Kiley, M. 137 
Killacky.T. 119 
Kirchner, M. 71. 145 
Kittel.Phylhs 49.92 
Mem. C. 129 
Mauer. R. 153 
Hein. M. 146 
Mingler.G. 138 
Knowski, B. 109. 146 
Koehler. C^orge 33 
Kolar. Rev. Basil 33 
Koller, D. 130 
Komechak. Rev. Michael 28 
Konrath. J. 125. 100 
Kornaros, Christopher 38 
Kostrzynski, C. 140 
Kowal. L. 121 
Kowalski. J. 146 
Kowalski. B. 122 
Kozel.T. 146 
Krai. Menno 24 
Krema, J. 73. 74 
Kriebs, K. 71, 137 
Kristoff, K. 125 
Krogull. D. 133 
Kroll. S. 136. 89 
Kruml. A. 97 
Krupcka. D. 135 
Krzus. M. 69, 128 
Kubacki,R. 106. 147 
Kucera, Fr. Daniel 19 
Kuhn, S. 128 
Kukielski, L. 147 
Kyla, N. 125 
Kypsche 124 
Kykga, M. 122 
Labuz, G. 83. 140 
Laird. J. 133 
Lambert. D. 123 
Lane, J. 126 
Langhauser, J. 13.5. 97 
Langone, L. 70, 124 



158 



Langs, T. 122 
LaScala, Anthony 37 
Laurencig, J. 130 
Lazich,G.93, 13.5, 110 
Lebeda, G. 140 
Lee, Michael 153 
Lee, M, 118 
Leeman, Richard 19 
Leonetti, B. 121 
Lester, E. 129 
Leswig, B. 70 
Leuerenz 121 
Liedtke, J. 146 
Lin, D. 133 
Loiselle, K, 1 18 
Long, D. 133, 97 
Long, E. 146 
Lopata, J. 131, 100 
Lorentz, R. 146 
Lorenz, C. 146 
Lorenz, S. 131,97,95 
Lorenz, T. 74, 75, 130 
Los, J. 146 
Los, J. 131 
Lovetere, P. 137 
Lulac, R. 89, 126 
Lustyk, \V. 146 
Madaj, E. 71, 147 
Madura, Jeffrey 41 
Maenza, M, 1 18 
Malecki, B. 131 
Mandes, Yolanda 14 1 
Manthuy, M.K. 124 
Markiewicz, C. 147 
Maroncelli, M. 132 
Marschalk, R. 93, 147 
Martin, D. 131 
Maryniak,G. 109 
Matteri. L. 123 
Mazzuca, J. 126 
McCann, E. 147 
McCarthy, M. 119, 137 
McCloskey, Michael 34 
McDonnell. M. 147 
McDonough, C. 139 
McDonough, J. 83, 141, 109 
McElligott, P. 147 
McGrath, J. 139 
McGrath, T. 69, 70 
McGuire, T. 65, 66, 69 
McMahon. J, 69, 153 
McNamara, M. 97, 147 
McC)uaid,T. 119 
McQuaid, J. 139 
Meehan, James 48 
Meeker, Ralph 52 
Meyer, J. 139 
Michniewicz, R. 147 
Misek, S. 132 
Miyakawa, Gay 21 
Modesitt,T.69, 120 
Mooney, E. 129 
Moore, M. 129 
Moore, T. 135 
Moran, J. 139 
Morgan, R. 69 
Morrissey. M. 122 
Moser, B. 147 
Mueller, D. 122 
Munninger, Karl 5 1 
Murphy, B. 69 
Murphy, T. 153 
Namjestnik, K. 147 
Nanak, D. 128 
Neis, M. 136, 147 
Nemev, K. 69 
Nickels, D, 121 
Nichols, L. 132 
Nflson, J. 25 



NorgeLT. 127 
North, J. 132 
Norton, A. 136 
Novak, M. 133 
Nowaczyk, B. 69, 122 
Nowak, C. 148 
Nunn, D. 128 
O'Donnell, M. 122 
O'Neill, J. 125 
O'Rourke, T. 125 
O'Ryan, V. 122 
Ostrowski, J. 36, 69 
Ostrovvski, M. 69 
Pacelli, M. 130 
Palmer, Rev, John 30 
Paryl, J. 118 
Paryl, R. 148 
Pauls, S. 148 
Pawlikowski, A. 148 
Peifer, D. 139 
Peluse, J. 100 
Peterson, N. 132 
Petrie, J. 148 
Petro, J.91, 148 
Phillips, C. 139, 95 
Picard, E. 100, 130 
Piet, R. 132 
Pignatielle, P. 123 
Pilarski, L. HO, 148 
Flcse. J. 148 
Podgorny, R. 133 
Polach, L. 148 
Poprawski, R. 122 
Pouk, C. 137 
Pripusich, R. 123 
Pripusich. J. 139, 100 
Proczko, Terry 73 
Purnell, Ruftis 69, 129 
Puntfl, R. 74 
Rainey, A. 69 
Rafferty, V. 135 
Ragusa, T. 118 
Rausch, David 50 
Rechenmacher, Steve 69 
Reher, J. 148 
Reid, K. 125, 126 
Rejc, J. 69 

Relphorde, K. 69, 127 
Renella. P. 129 
Resser, R. 126 
Reveles, T. 136, 89 
Ricca, G. 95. 130 
Rice, J. 71 
Rich, Thomas 21 
Richards, M. 141 
Richards, G. 120 
Riedl, C. 136 
Riccm, J. 120, 100 
Riedman, M. 134 
Riley, G. 135 
Rita, D. 75, 122. 97 
Rodino. A. 69. 148 
Rogalski, Rev. Robert 35 
Rogowski,M. 69,65, 139 
Rondeau, G. 153 
Roth, Margarete 4 1 
Russell, M. 149 
Ruzga, E. 69, 70 
Ryan, B. 129 
Ryan, J. 69, 149 
Ryan, R. 119 
Rybica, Robert 39 
Samkovich, M. 149 
Santo. J. 149 
Sarubbi, Mary 37 
Savage, M. 13 1 
Schellinger, B. 69, 123 
Schiller, C. 149 
Schmecht, Dave 75 



Schmitt, N. 149 
Schraubin, A. 69, 126 
Schuet-z, J. 137 
Schwierjohn , D. 131 
Scifo, R. 132, 89 
Sebestyen, J. 149 
Segler, C. 131, 134 
Seno, J. 74, 154 
Seno, L. 141 
Sessa, G. 149 
Setzen, Joel 27 
Seul, M. 149 
Sevier, T. 135 
Shadley, J. 93 
Sheets, P. 97 
Sheets, P. 149 
Shields, S. 69 
Shields, K. 123 
Shefftier, S. 123 
Shonka, T. 100 
Sikora, J. 134 
Sima, P. 149 
Skrobul, A.93, 149 
Skupien,P, 97, 128 
Sladek, G. 150 
Slajchert, J. 110, 150 
Smialek,T. 118 
Smith, Jean 29 
Smith, W. 131,95 
Smoucha, T. 100, 150 
Sojka, E. 69 
Sohs, L. 69 
Solon, E. 135, 95 
Spaniol, A. 100 
Spatz, G. 150 
Specht, A. 150 
Spihlmann, R. 133,95 
Sponsler, M. 69. 120 
Stablein. R. 135 
Stachowicz. G. 91 
Stankus. B. 121 
Stankus, B. 69 
Stark, J. 74, 129 
Statsika, T. 100 
Statum, J.87, 150 
Stec, J. 154 
Stein, William 40 
Stepeik, K. 122 
Stephens, E. 123 
St. Germain, B. 65, 69 
Stiglianese, M. 135 
Stoch, R. 150 
Strauf. L. 136 
Suchy, Rev. Theodore 46 
Sullivan, J. 125 
Sullivan. P. 137 
Sullivan, Jero- 100 
Svoboda, J. 119 
Swanson, D. 68, 69, 121 
Swedler, W. 132 
Talaga, M. 150 
Telford. S. 129r 
Thilman\'. T. 1.50 
Thomas. P. 69, 124 
Tillotson, G. 150 
Timko, Rev. Philip 24 
Toussaint, Bernard 22 
Toenniges, F. 118 
Toth, J. 150 
Tozzi, B. 123 
Traut. S. 150 
Trelo, Rev. Virgil 22 
Tsi, Rev. Paul 49 
Tuch, F. 139 
Turner, Rev, David 43 
Turner, K. 71, 141 
Tysl, Gloria 27 
Usselman, D. 89 
Tkacik, Rev. Arnold 25 



Vaci, J. 100. 130 
Valentinas, N. 109, 131 
Vancura, Rev. Leo 24 
Vamer, D. 130 
Vamer.T. 71, 127 
Vemich, M. 122 
Venckus, P. 75, 151 
Venhaus, M, 12.5 
Vesely. .M. 15 1 
Victorine,G. 110. 141 
Vogl. C. 122 
Wagner, S. 7 1 
Wallace. V. 124 
Walsh. M, 69, 127, 151 
Walsh, T. 132 
Ward. .M, 15 1 
Wasiukiewicz. L. 126 
Waytula. J. 74 
Weber. C. 15 1 
Weber. J. 130 
Weimer, B. 15 1 
Weinlader, James 19 
Weiss, S. 42 
Werakomski, M. 100 
Westeril, J. 120 
Whatson. J. 137 
White, J. 137 
Whitler, D. 134 
WiUiams. B. 68. 69. 141 
Williams. J. 151 
WiUiams. J. 100 
Williams, R. 154 
Wilson. J. 118. 126 
Wirtz. T. 68. 69 
Wirtz. M. 69, 118. 120. 159 
Wisniewski. J. 69 
Wnek, P. 136 
Wolfe, P. 93, 151 
Wright. T. 151 
Wrobel. R. 123 
Wrobel, K. 69 
Vara, M.90, 136 
Yarmoska, G. 126, 137 
Yerkes. M. 151 
Young. M. 140 
Yuhas. T. 92, 95 
Zabinski, G. 120 
Zajak, D. 90. 151 
Zapfel.J. 120 
Zasadzinski, J. 83, 97 
Zeiffert, G. 136 
Zentz, B. 69. 120 
Ziemann. J. 100, 151 
Zunica, R. 90 
Zvirblis, C. 135 



159 



co-editors Nicholas P. Claus, John A. Jubala 

section editors Cinch' Pilarski, Rufus Piirnell; sports 

Gary La/.ich, JoAnn Slajcliert; academics 
Rich Zunica, Nlike Neis; students 

photographers Paul "Feets" Fitzgerald 
Garv X'ictorinc 
folin A. Jubala 

artwork Feets 

contributing writers Jim McDonough 

Chuck McDonough 
Martha Fitzsimmons 
Geri Lahuz 
Fran Jansta 
L\nn Dwiel 
Sherr\ Fox 
Ed Novak 
Debbie Zajac 
Jerry Spatz 
Dr. Weird 
Caleb Shucks 
And Others 



acknowled'iements and thanks 

to Father Luke for his excellent photo processing anc 
his endless patience 

to Father xVIike for his photography, advice, and under- 
standing 

to Gerry Czerak for the use of his files 
to Jerry Elmore, our representative, for putting up with 
us. 

to Jim Weinlader for his help and understanding 
to Desi Q. Chelani for busfare 
to Bill Harnett for his coffee 
to VVIBC for their furniture 
to Caleb Shucks for picking up our garbage 
to Jeriy the Janitor for being a nice guy 
to Anheuser-Busch for beer 
to Dave Kiupka for not leaving us alone 
to Marathon for toilet paper 

and to all the people who helped make us laugh wher 
the going got rough 



typists Marv Williams 
Yolanda Mandes 
Loret Kowal 
Joan Carberrv 
Mike Neis" si.ster 
Rich Zunica's girlfriend 
Smith -Corona 

researcher Carole Wisniewski 

manual labor Bill Harnett 

Coiporal Jamis A. Rvan USMC 
Jeep CJ.5 

"advisor" Michael McCloskev 



160 



I